Integration of iPads for Content Literacy

• In Event: Designing Technological Environments to Promote Learning and Engagement

Abstract

The intent of this qualitative research was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). The researcher investigated reading strategies used to support reading as well as what role the iPad features played in content reading process. Several theoretical perspectives informed the framework for this research: New Literacies theory, transactional theory, constructivist theory, and metacognition theory. Multiple data sources included: retrospective think alouds; student questionnaire about iPad knowledge and experiences; pre- post study student interview; Metacognitive Awareness of Reading Strategies Inventory ; student observations; and teacher interview.

Author

• Vicky Cardullo, Auburn University