In this paper, the authors discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. The authors found variability in the ways iPads were used across two settings (Pre-K and children 7 – 13 years), The authors reported a commonality was that well-planned iPad-based literacy activities stimulated children’s motivation and concentration. They also offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment. In some cases, this led teachers favorably to re-evaluate the children’s literacy competence, and enabled children to construct positive images of themselves in the literacy classroom. Practitioners particularly valued the opportunities iPads afforded to deliver curriculum guidelines in new ways, and to familiarize all students with touch-screen technologies.
Flewitt, Rosie, Messer, David, and Kucirkova, Natalia. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15, 289-310.