iLiteracy: Differentiating Reading and Writing Instruction Across Content Areas With 1:1 iPads

• In Event: Mobile Devices: Does the Reality Match the Promise?

Abstract

This mixed methods case study examined how elementary teachers integrated and differentiated with iPads across the curriculum for reading and writing instruction in an independent, co-educational school in the US implementing a 1:1 iPad initiative. As a result of analysis from observations, interviews, and a survey, this study contributes to the gap in the literature of PreK-4 grade level implementations of iPads investigating reading and writing instruction. Findings show ways in which this technology can support reading and writing skills instruction, differentiate reading and writing instruction to address diverse learner needs, foster creativity in writing, and broaden definitions of literacy.

Authors

• Amy E. Vanden Boogart, Really Great Reading

• Natalie B. Milman, The George Washington University