Running head: SUCCESS WITH iPADS IN KINDERGARTEN LITERACY LEARNING 1

Student Success with iPad Technology in Literacy Learning at the Kindergarten Level

Mark Lamey

University of British Columbia

Success with iPads in Kindergarten Literacy Learning 2

Introduction

For students entering kindergarten today, mobile device technology is the norm, and (consciously or

sub-consciously) an integral part of their daily lives. A vast majority have had previous experience, and

extensive exposure, to digital devices prior to entering kindergarten. The progenitors of early childhood digital

technology experiences are often, though not exclusively, parents. In most cases they regard their childrens use

of these devices as being positive (Sandvik, 2012).

Nevertheless this typical early exposure to such technology, students entering the formal education

system often find their use of portable digital devices suppressed an important potential tool for learning lost.

As one researcher noted: Our students have changed radically. Todays students are no longer the people our

educational system was designed to teach (Prensky, 2001, p.1).

These Digital Natives, as Prensky calls them, have been involved with technology from infancy, and

are well versed in this new digital language, if not more so, that conventional linguistics.

From this writers personal and professional observations of the inconsistent implantation of Information

and Computer Technologies (ICTs), a certain trend, warranting further research, emerges. it appears some

educators consider technology fad, assuming and or hoping it will simply run its course after which proper

teaching methodologies can return to prominence.

Supporting this authors thesis is the emergence of school mandated no mobile device policies. On

the surface, such restrictions, and the often that follow, suggest it has more to do with the resistance on the part

of the teacher and administrators than with the reality of their youngest students. The apparent bias toward

policing technologies rather than adopting teaching practices utilizing them suggest the social and educational

experiences of the providers are receiving more attention than the needs and realities of the receivers.

In dialogue with several teachers of early school learners, this writer has noted, among other complaints,

the following explanations or justifications regarding roadblocks to implementation of these mobile digital
Success with iPads in Kindergarten Literacy Learning 3

devices: Lack of time, lack of support, and lack of professional development concerning ICTs. Accepting these

concerns as genuine does not address a central concern: What effect does the lack of digital device integration

into mainstream curriculum and practice have on the learning potential of students, and in particular those truly

Digital Natives, kindergarten students? Accordingly, this research will focus on early/first time formal

learners at the kindergarten level.

The emergence and maturation of Apples first iPads in 2010 holds potential in affecting and effecting

literacy practices at the kindergarten level, the implementation of these mobile touch technologies combined

with a wide variety of learning application, (apps) that enhance and expand learning opportunities, is an

opportunity not to be oppressed out of distrust, misunderstanding, or potential challenges. Yet despite the

potential of these game changing devices possess, the iPads relatively recent arrival has yielded relatively few

studies exploring students interactions with these devices and the learning value derived from interaction with

them (Fallon, 2013). There has been some progress: The question now most commonly asked by educators is

not whether or to what extent these technologies should be used with young students but rather how it should be

used Clements & Sarama (as cited in Couse & Chen, 2010). This authors study will attempt to explore the gap

between teachers beliefs surrounding the role this digital technology should play for the literacy development

of kindergarten students, and the success, or lack thereof, with literacy learning processes and the use the iPads,

as an example of technological leaning tool.

Statement of Problem

Literacy success at the kindergarten level is promoted through a variety of multimodal approaches, for

instance the practice of speaking, writing and visual representations. While the broad areas to be covered in

achieving literacy for your students remains relatively static, the use of iPads and learning apps open more

pathways to success, allowing for the moving away of traditional dependence on the static page to a more

screen based approach. Educators embracing this shift can go along way in supporting students use of these

digital devices and guide their understanding of learning by literately and figuratively inviting them to act and
Success with iPads in Kindergarten Literacy Learning 4

produce meaning themselves (Sandvik, 2012). With this backdrop and working hypotheses from personal

observation and experience, and bearing in mind the need to limit the scope of study to manageable parameters,

the research question to form the basis of research becomes:

What is the relationship between kindergarten teachers acceptance and implementation of iPads

technology and student success with literacy at the kindergarten level?

Literature Review

The integration of educational technologies into child learning practices can lay the foundation for

remarkably positive outcomes for children, McManis and Gunnewig (2012) study suggest that educational

technologies play an important role in childrens learning when it is based on research, child development

theory, and developmentally appropriate practices, and when it aligns with curriculum. The research review for

this study concentrated on three areas of interest as it relates to educators issues of using iPads and apps at the

kindergarten level, and students success in using it to achieve curriculum goals in literacy learning.

(1) Teachers perceptions and biases toward the value of integrating new technologies into their teaching

practices,

(2) The role professional development plays in the successful integration of mobile digital technologies

(3) Considerations for apps selection that allows for student success in the scaffolding of learning

outcomes.

The expectation being considered with regard these areas of research is that if all three are successfully

addressed it allows for success with kindergarten educators use of iPad technology and measurable

improvements in literacy learning vs traditional curricular teaching methods.

Success with iPads in Kindergarten Literacy Learning 5

Overcoming resistance

Success with ICTs integration requires more than the basic introduction of the digital device as a

standalone entity. For example, a re-conception of how the educator approaches the curriculum and lesson plan

to properly exploit the mobility of the digital device (s) is required. Previous studies have highlighted the fact

that teachers often have difficulty visualizing and perceiving how the newest digital technologies allow for

integration with their own teaching practices and experiences. This perceptual deficit becomes an obstacle

which either delays or forestalls altogether the adoption of technologies which otherwise might enhance student

experience and achievement.,

Prior research has confirmed that factors such as hollow interpretations, or uninformed perceptions,

regarding integration of ICTs into instruction make it unlikely, in the near or long term, to achieve authentic

curricular integration (Hutcheson & Reinking, 2011). Indeed, Hutcheson and Reinking (2011) specifically

challenge teachers to actively question their perceptions. These researchers expressed the central question

bluntly: What do you think it looks like to integrate technology into literacy instruction?(p. 322).

The data suggest that virtually all literacy teachers believe technology should be integrated into

instruction, but two thirds indicated that it played a supplemental role (Hutcheson & Reinking, 2011). This

conflict between the overall need for integration (high) and the priority of that integration (low) was found by

Hutcheson and Reinking to originate in the subject teachers basic lack of understanding about how to integrate

technology into instruction generally, and their own practices specifically.

With the decision to incorporate technology resting primarily on the shoulders of the classroom teacher,

it is their specific attitudes and beliefs toward teaching, learning and technology that require examination,

understanding, and change. The potential benefits of such fundamental changes are echoed in early the evidence

of Chiong and Shuler (2010). Their study proposed that children could learn from well-designed educational

apps. Coupled with the Hutcheson and Reinking (2011) data model, which suggests that a educators stance

toward ICTs may be a better predictor of ICT integration than the amount of administrative or other support
Success with iPads in Kindergarten Literacy Learning 6

they receive, the weight of existing research clearly supports the potential benefits of digital technologies, with

the main obstacle being attitudinal, not financial or administrative.

The Power of Professional Development

A nine week literacy study conducted by Bebell, Dorris & Muir (2012), focused on Observation Survey

of Early Literacy Achievement (OSELA) assessments reports scores finding that results were consistently

higher for students using iPad technology than scores observed in the comparison groups. With the existence of

such evidence supporting measurable benefits from integration of iPads in curriculum practices, subsequent

empirical studies pertaining to iPad integrations in education has centered on niche uses such as literacy skill

development, enhancement of learner engagement, and promotion of learner independence, along with the

personalization and stimulation of pedagogical change.

Accordingly, there are clear indicators that effective professional development promoting teacher facility with

iPad classroom integration is a key factor for success. The support of curriculum scaffolding by early childhood

practitioners using iPads is a critical factor identified regarding the knowledge and skill necessary to effectively

select and employ technology appropriately with young learners.

This authors study sets out to examine teacher skills and biases toward effective use the iPad devices

with literacy development in kindergarten children, beginning with an assessment and understanding of the

subject teachers current and actual attitudinal and skills status regarding mobile, digital technology. With this

knowledge, teachers could be provided opportunities for professional development, thereby enhancing

prospects for successful integration of iPads, as a tool for early childhood literacy learning.

In this vein, more recent research (Faloon, 2014), has identified that only limited data exists regarding

teacher attitudes and perceptions regarding integration of digital tools in their pedagogical practice at the

kindergarten level. This is notwithstanding the obvious appeal of such devices for kindergarten level students,

such as portability, and the wide availability of educational apps and related resources. Additionally, the
Success with iPads in Kindergarten Literacy Learning 7

available data from Hutchenson and Reinking (2012) indicates that access limitations for digital technologies

and a lack support results in stunted growth for literacy development practices.

Regardless, the reality educators face is the rapid pace by which new mobile digital and networked

technologies are being developed for possible use in the classroom. Ignorance or fear of this reality, manifested

as a lack of appropriate professional development, is one of the key factors hampering teacher-level integration

of such technology into their curriculum Bauer & Kenton; Stolle (as cited in Hutcheson & Reinking, 2011).

While the Bauer and Keaton; Stolle (as cited in Hutcheson & Reinking, 2011) research does not specifically

address these issues in the context of kindergarten teachers and literacy education, it does suggest that lack of

appropriate professional development is one of the prominent reasons why teachers do not integrate technology

generally into their curriculum.

For professional development to enhance classroom inclusion of iPads for instructional purposes, it must

bring together strategies which are not just technologically practical, but also educationally sound. McManis

and Gunnewig (2012) research, acknowledge that educational technologies can play an important role in

childrens learning, but must be based on research, child development theory, and developmentally appropriate

practices, aligned with curriculum goals. To be attainable, teachers must be provided appropriate and regular

professional development opportunities. These are true conditions precedent to any expectation of successful

and effective integration of technologies such as iPads into early childhood literacy education.

Teachers need this training in advance of making important decisions about matters such as appropriate

educational apps, the platform for those apps, and the distribution of hardware. Such training, as a regular part

of Professional Development, would allow for the scaffolding of curriculum goals when assessing the

usefulness of iPads use for literacy learning. Teachers are more likely to integrate technology authentically and

effectively when they have the received sufficient education permitting them to conceptualize the integration of

digital devices as integral to the curriculum.

Success with iPads in Kindergarten Literacy Learning 8

The iPad and Educational Apps for Literacy Learning

When working with mobile digital devices like the iPad, the research of McManis and Gunnewig (2012)

indicated that student familiarity with factors such as device portability and shared displays made it easier for

students to cooperate, enhanced their participation, and promoted effective teamwork and sharing.

The app market for educators and young children continues to grow exponentially; the main conduit for

iPad apps, iTunes, has specifically dedicated sections for educational apps. Chiong & Shuler (2010) research

indicates young children are now spending upwards of four hours per day on some form of mobile, digital

device(s), it is reasonable to assume a high level of comfort and facility in the digital domain. McManis and

Gunnewig (2012) indicate that students familiarity with devices portability and shared display make it easy for

students to cooperate, easy to participate and easy to share.

To be effective, teachers need to be on par with their students knowledge of mobile digital devices.

Faloon (2014) for example, suggests, when selecting apps, that teachers take the time to evaluate them

independently, in order to ensure they meet both teaching objectives and student requirements. Clearly, and as

stated earlier in this paper, there is great promise for digital devices in literacy attainment, as long as certain

prerequisites are met through training and preparation

With the foregoing in mind, an important questions arises: What, in particular, makes an app useful for

literacy instruction with kindergarten students? Games are reported to be the most popular app category

downloaded on mobile digital devices used by children, but such apps often lack a clear developmental focus,

and suffer from other distracting elements and inconsistencies from an educational perspective ( McManis &

Gennewig (as cited in Sandvick, 2012). These researchers suggest a set of queries to be posed when assessing

software programs that have the potential to strongly impact childrens learning experiences. Through such a

pre-implementation inquiry process, attention must be given to the educational value of a program, its ability to

engage a child in learning, its child-friendliness, the interactivity between child and the program, and the

softwares ability to monitor a childs progress.

Success with iPads in Kindergarten Literacy Learning 9

With appropriate pre-implementation assessment and screening, game-based learning could be

leveraged to fit the play-based model commonly employed in many kindergarten pedagogies, while limiting

problems arising from a lack of an established and widely accepted learning theories and practice standards for

mobile technologies. Despite the challenges in the effective assessment, pedagogy and design of new

applications for learning Schuler (as cited in Chiong & Shuler, 2010), Sandvick (2102) highlighted a recent

study in which kindergartners were randomly assigned to use an iPad to focus on literacy, with those children

using the devices experiencing considerably greater educational gains that those not so equipped.

However, despite such results, implementation of educational apps without assessing their

value for meaningful learning, in advance, and with defined research-based criteria, still risks limiting the

potential of such tools. To maximize the utility of apps and devices for early education literacy requires the

adoption of new technology-specific instructional goals, new standards of monitoring and assessment, and

open-minded attitudes.

Faloon (2014), acknowledged that his study might be criticized for its limited focus on content

consumption (which relates to device use as a portal), rather than the iPads content creation potential.

Consequently, in this authors study, the iPads abilities in content creation will be examined as well.

Specifically, assessments will account for the Vygotskyan scaffolding tradition of building on knowledge and

experience of peers to problem solve, as well as the Piagetion tradition, where children make sense of the world

through an explorative process (Mac Naughton & Williams, 2008).

Methodology

A mixed methodology approach in appropriate given the goals of this study. Data collection is planned,

both pre and post treatment, in the form of literacy learning assessments, utilizing two groups of kindergarten

students. One group, the control group, will use pre-existing methods of instruction to achieve curricular

learning goals in literacy. The experiment group will be introduced to literacy learning through the use of the
Success with iPads in Kindergarten Literacy Learning 10

iPad, and three pre-selected learning apps emphasizing student interaction and scaffold literacy learning, along

with personalized content creation capabilities,

Student qualitative data collection will occur in a quasi-experimental environment, employing a time

series design. Students in the both groups will be repeatedly tested, pre and post treatment, using Fontas and

Pinnels Reading and Writing Record Assessment (Appendix A). Groups will be assessed using the same tests

and measures. Only one group, the experimental group, will have use of the iPads and software apps.

The impracticality (in the present research venue) to introduce a completely random selection of student

participants to either group, control or experimental, makes the quasi-experimental research approach suitable

for this study. The kindergarten teacher of the experimental group will also conduct regular quantitative data

recording through digital journal entries, capturing additional evidence of any successes or failures integrating

the iPad as a student literacy learning tool.

This research study will be consist of three phases:

(1) Assessment of needs;

(2) Skills development and lesson planning;

(3) Implementation and data collection.

It is anticipated this study will cover a seven month time period, including pre and post study data collection

and analysis, with a suggested June start, and December conclusion (Table 1).

School Selection and Teacher Preparation

Contact with schools will take place in late spring of the year preceding the study (Appendix B).

Advance correspondence outlining the goals and scope of the study will be sent to school administrators within

the English Language School Board (ELSB) on Prince Edward Island where enrollment populations are large

enough to foster at least two English classrooms of kindergarten students. In June of the year prior to the
Success with iPads in Kindergarten Literacy Learning 11

implementation of the study, a survey will be administered to the participating kindergarten teacher (Appendix

C). Two teachers will take part in the study; one will address the needs for the control group and one for the

experimental group. If more than one school expresses interest in taking part in the survey and meets the

admissions criteria, the participating school will be randomly selected.

Prince Edward Island schools place a cap on enrollment for Kindergarten classes (15). Registration data

obtained from school administrators will be used to ensure classroom sizes are equal and students,

demographically, are distributed between the two classes as evenly as possible. This author is aware that

additional students may enroll late for kindergarten and that this may affect the validity of results depending on

when and how many new students are enrolled, but absent exceptional enrolment or drop-out circumstances,

sufficient statistical controls are available to account for such events.

The teacher selected to work with the experimental group will be administer a survey to collect data

pertaining to their previous personal and professional experience using iPads (or similar devices), their potential

biases working with technology for literacy learning purposes and perceived professional development needs.

Data collected will be analyzed employing a needs analysis rubric in order to assess missing technical and/or

curricular skills and attitudes. Appropriate professional development will then be offered, with the guidance of

ELSB literacy curriculum specialists and Department of Education Technology staff, in order to provide

strategies and procedures for successful implementation of the iPad for kindergarten literacy using the three

specified apps for this study.

The selected apps will be: Hairy Letters, Haiku Deck and Explain Everything (Table 2). Teachers will

then be allowed to take the iPads with installed apps home for the summer months to familiarize themselves

with the software and hardware, and to explore both the consumer and content creation potential. During this

time, the teacher will record any issues or questions they may have about the device, apps or proposed lesson

plans, for adjustment in advance of the new school year. Teachers will have access to technical support for both

the hardware and software during this orientation phase.

Success with iPads in Kindergarten Literacy Learning 12

Student exposure to iPads and data collection.

Students entering kindergarten at the beginning of the study will be exposed to the iPad hardware

immediately, and given specific instructional time a resources to assure baseline proficiencies. Sundry

procedures, such as how to turn device on and off, keep it charged, adjust the volume, take pictures, open and

close apps, will be covered and reinforced to limit the interference these basic operational aspects might have

with learning processes. Teachers, at the beginning of the school year, will document the approach being

modeled through a structured daily digital journal, including reflections on student learning and recording any

matters of concern with regard to effective student utilization with the iPad devices. Teachers will be

encouraged to follow a regular and consistent structure regarding timing and frequency of iPad employment for

in-class literacy learning. This emphasis on consistency, along with other measures, is designed to decrease

extraneous factors and enhance the validity and focus of data collected.

Pretesting will take place at commencement of the school year to establish baseline student literacy

levels and identify any anomalies before the the iPad is introduced for curricular learning practices. Students

will work in pairs, allowing for a 1:2 iPad/student ratio. Usage will be limited to school property and hours,

thereby eliminating the variability of in-home experiences to some extent.

Teacher support for student learning is critical to student success, study results, so emphasis will be

placed on teachers providing timely and effective feedback, guidance, support, encouragement and modeling for

success, and to appropriately scaffold student learning using the iPad. This should be reflected in the qualitative

digital journal maintained by the teacher (Table 3).

Discussion

This study, although relatively small in size, holds promise for assessing the impact that a teachers skill

set, and their personal or professional biases on the successful implementation of iPads into teaching practices

promoting successful literacy learning for kindergarten students. Chiong & Shuler (2012) study, surmised that
Success with iPads in Kindergarten Literacy Learning 13

most children were able to use the device on their own without any trouble, while some children needed a little

help initially, but quickly became adept users. Orientation and basic use of iPads is not anticipated to be an

issue in this study.

The anticipated challenge, and area for study and growth, is in how students can most effectively be

leveraged not just to use the iPad, but to do so in ways which positively impact learning, achieve curricular

goals, and promote educational growth from content consumer to content creator. This writer foresees a central

role for teachers as facilitators and gateways, rather than trainers, promoting rather than demanding use of the

iPad. As a device either specifically or generally familiar to even the youngest of students, it is anticipated a

more authentic and impactful learning experience will result as students migrate through the initial stages of

integration toward the creation of their own content.

If students are left to interact with the iPad and learning apps without knowledgeable and enthusiastic

teacher guidance, the risk is that progress will stagnate in terms of literacy learning notwithstanding the fact that

most students will commence the study with some level of technical proficiency in operation of the iPad, or

similar, hardware. Thus, the teachers attitude, and consistency in maintaining enthusiasm and their own regular

use of the technology is anticipated to be a crucial factor maximizing the potential of digital device integration.

This studys approach provides opportunities for further research regarding student literacy skill

development in the areas such as non-native languages, and literacy challenges related to physical, mental or

psycho-social impediments. It is anticipated, as suggested by Chiong & Shuler (2012), that apps and related

mobile digital devices, such as iPads, can play a powerful role as in early learning experiences. Building on the

research reviewed the study that indicates that ICTs, or learning apps on mobile devices, have positive effects

on students outcomes in literacy assessment. Teachers embrace of these digital devices through effective

pedagogical practices and strong professional development support can act as the key to overcoming any bias

teachers may hold toward the implementation of iPads technology for literacy success at the kindergarten level.
Success with iPads in Kindergarten Literacy Learning 14

References

Bebell, D., Dorris, S., & Muir, M. (2012). Emerging results from the nations first kindergarten implementation

of iPads. Research summary. https://s3. amazonaws. com/hackedu/Adv2014_ ResearchSum120216. pdf.

Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that. In Investigations of young childrens usage

and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame

Workshop.

Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? exploring its viability for early

childhood education. Journal of Research on Technology in Education, 43(1), 75.

Falloon, G. (2014).What's going on behind the screens? researching young students' learning pathways using

iPads. Journal of Computer Assisted Learning, 30(4), 318.

Hernandez, A. (2014). Toddlers and Tablets. Education Next, 14(1), 94-95.

Hutchison, A., & Reinking, D. (2011). Teachers' perceptions of integrating information and communication

technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly,

46(4), 312.

Mac Naughton, G., & Williams, G. (2008). Teaching Young Children: Choices In Theory And Practice:

Choices in Theory and Practice. McGraw-Hill International.

McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early

learners. Young Children, 67(3), 14-24.

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. Retrieved March 24,

2015.

Sandvik, M., Smrdal, O., & sterud, S. (2012). Exploring iPads in practitioners repertoires for language

learning and literacy practices in kindergarten. Nordic journal of digital literacy, 7(03), 204-221
Success with iPads in Kindergarten Literacy Learning 15

Appendix

Appendix A: Fontas and Pinnels Assessment System (Reading and Writing Record Assessment)
Success with iPads in Kindergarten Literacy Learning 16
Success with iPads in Kindergarten Literacy Learning 17
Success with iPads in Kindergarten Literacy Learning 18

Appendix B: School Administers Permission Letter

April 10, 2015

Dear English Language School board Principals,

My name is Mark Lamey, and I am a Masters student at the University of British Columbia, This semester I am
conducting a research study to investigate the relationship between kindergarten teachers acceptance and
implementation of iPads technology and student success with literacy at the kindergarten level. I am particularly
interested in understanding how new literacies and technologies could affect future literacy instruction and
how this might connect to your understanding of future classroom instruction.

As a student enrolled in the University of British Columbias Masters in Educational Technology course, ETEC
500 Research Methodology in Education. I am requesting your participation in this research study. Participation
would be for seven months. Your agreement will allow me to work with two of your kindergarten teachers to
assess, through qualitative and quantitative means, their bias and skillset towards the successful implementation
of iPads into literacy curriculum.

Data analysis and writing will happen after grades have been submitted. All collected work will be coded and
students and teachers names and identities will be removed. The results of the research study may be published,
but the names of your students and participating teachers will not be used to protect confidentiality.

If you have any questions concerning this research study or your participation in this
study, please contact me at mvlamey@gov.pe.ca

Sincerely,
Mark Lamey
UBC Masters of Educational Technology Student
Success with iPads in Kindergarten Literacy Learning 19

Appendix C: Teacher Skills and Needs Assessment Survey

Teacher Questionnaire

Name:__________________

1. I presently teach grade(S) and subject(s) ________________________________________________

2. I own a mobile device at home?

a. Kindle
b. Kindle Fire
c. Nook
d. Android Based Tablet
e. Apple iPod
f. Apple iPad
g. Apple iPhone
h. Android Based Smart Phone
i. Desktop computer
j. Laptop computer
k. Netbook (a small laptop like Google Chrome Book)
l. Other (Please specify or provide additional comment.)_____________________________
m. None

3. I feel comfortable with the technology I have been provided at school.

List and scale (Depending on school selected this list will change)

4. Please describe how you use Information and Computer Technologies (ICTs) to support teaching and learning.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________

5. Please indicate which of the following "personal" devices you have already planned,
encouraged or allowed for students to use in your classroom: Select ALL that apply.

Kindle
Kindle Fire
Nook
Android Based Tablet
Apple iPod
Apple iPad
Apple iPhone
Android Based Smart Phone
Desktop computer
Laptop computer
Netbook (a small laptop like Google Chrome Book)
Other (Please specify or provide additional comment.) _____________________________
None

6. Please indicate which of the following "personal" devices you would find valuable
for students to have available in your classroom on a regular basis: Select ALL that apply.

Kindle
Kindle Fire
Nook
Success with iPads in Kindergarten Literacy Learning 20

Android Based Tablet

Apple iPod
Apple iPad
Apple iPhone
Android Based Smart Phone
Desktop computer
Laptop computer
Netbook (a small laptop like Google Chrome Book)
Other (Please specify or provide additional comment.)_____________________________
None

7. Do you currently use any of the following social media-friendly resources for
collaboration with and among students? Select ALL that apply.

Edmodo
Twitter
Facebook
YouTube
Pinterest
Instagram
Wikipedia page, Wikispaces, or similar
Classroom blog with comments allowed
Classroom webpage with comments allowed
Skype/FaceTime
Other (Please specify or provide additional comment.)________________________________
None

8. I would like to know more about the following iPad related Tools
(Check All that apply)
Movie Recording
Camera (picture taking)
Downloading Apps from the App store
Updating Apps
Recording Audio
iCloud
Facetime
Safari
Other: __________

9. What would using iPad mobile devices look like in your classroom?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
______________________________

10. With the teams support, how (curriculum or teaching strategy) would you like to try using iPad technology for
literacy learing?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
______________________________
Success with iPads in Kindergarten Literacy Learning 21

Table 1: Survey Timeline

Table 1
Timeline of Research Study

June *Introductory letter set to school administrators.

*Selection of school and participating teacher
*Selection of students to research groups
June *Survey administered to experimental group teacher of
technical and curricular experiences/bias
*iPad and curricular professional development
July - September *Experimental opportunity to explore iPad device and
apps that will be taught in the study
September *Opportunity to address any issues that may have
come up during the summer months
September *Repeated Pretesting begins with new kindergarten
students. Testing will continue until stable results are
recorded.
*initial exposure of iPad to students allowing for time
to become familiar with how the tool operates
*Experimental group kindergarten teacher should
begin digital journal writing data collection
October - December *Implementation of IPad and apps for literacy learning
curriculum goals. The three apps should scaffold in
sequence for literacy learning, starting with Hairy
Word, Haiku Deck then Explain Everything.
*Teacher journal writing should continue throughout
this stage. Documentation should be recorded after all
interaction of students with iPads
*In early December, the teacher will administer
repeated post testing
Success with iPads in Kindergarten Literacy Learning 22

Table 2: iPad Apps Included in Study

Table 2

Literacy Apps used in Study About the App

Hairy Letters teaches children letters sounds by their

actual phonic sound rather than the letter name.
Children can interact with animations and trace the
letter shape onscreen with their finger, play games to
Hairy Letter Phonics
reinforce learning and build letters into simple words.
Haiku Deck makes it a snap to create beautiful
presentations Children can build on phonics sounds
and written words, combining them with content
creation tools available with the iPad.
Haiku Deck

Explain Everything brings it all together allowing

Explain Everything
Apps sourced from Apple iTunes App store
students to create or record screencasts to demonstrate
a concept. Combining inking, images, text, and voice,
Explain Everything offers a one-stop shop for student
created work.
Success with iPads in Kindergarten Literacy Learning 23

Table 3: Teacher Digital Journal Entry Outline

Table 3
Quantitative data collection: Teacher journal writing

Date Personal/Observational Notes *Contains reflections and

interpretations of students interactions
with iPads and apps and teaching
practices associated with them