International Perspectives on Literacy Learning with iPads

Author:

Gallagher Tiffany L.12,Fsher Douglas3,Lapp Diane3,Rowsell Jennifer1,Simpson Alyson45,Scott Ruth Mcquirter12,Walsh Maureen67,Ciampa Katia89,Saudelli Mary Gene1011

Affiliation:

1. BROCK UNIVERSITY

2. Department of Teacher Education at Brock University, St. Catharines, Canada.

3. SAN DIEGO STATE UNIVERSITY AND HEALTH SCIENCES HIGH AND MIDDLE COLLEGE, SAN DIEGO, CALIFORNIA

4. UNIVERSITY OF SYDNEY

5. Faculty of Education and Social Work at the University of Sydney, Sydney, Australia.

6. AUSTRALIAN CATHOLIC UNIVERSITY AND UNIVERSITY OF SYDNEY

7. Australian Catholic University and Honorary Professor at the University of Sydney, Sydney, Australia.

8. WIDENER UNIVERSITY

9. reading education at Widener University in Chester, Pennsylvania.

10. UNIVERSITY OF CALGARY AT DOHA, QATAR

11. Centre for Teaching and Learning at University of Calgary at Doha, Qatar.

Abstract

This article profiles the use of the iPad (a tablet) in classroom literacy activities in three different instructional environments in different parts of the world: Toronto, Canada; San Diego, United States; and Sydney, Australia. This two-year, qualitative study included observational fieldwork filming students' interactions with tablets in the midst of literacy events. Students in each context used the iPads to make meaning, with the participating classroom teachers affording their students some degree of self-determination with respect to technology use. We describe these three instructional environments and illustrate how these diverse landscapes reflected a variety of ecologies or models that contributed inherently to the nature of learning on the iPads. We describe our findings that show how context and environment allow for different kinds of learning and that may elucidate the array of learning potential afforded with this device.

Publisher

SAGE Publications

Subject

Education

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