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Literacy Teachers Using iPads in Clinical Settings
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, Towson University, United States ; , Virginia Commonwealth University, United States ; , University of Nebraska-Lincoln, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

The TPACK framework provided the structure for an examination of technology at five university-based reading clinics across the United States. Teachers were asked how they use iPad apps as part of their instructional sessions with K-12 learners. Client case studies were artifacts that confirmed which apps were used in literacy instruction. The teachers (n=117) identified the specific needs of their clients, reported which apps they used, and identified why they selected a particular app. Among other findings, word level skills (phonics, word recognition, spelling, & phonemic awareness) comprised 26% of the apps used. Comprehension (literal, inferential, applied, and using text structures for comprehension) represented 40% of the total apps used. Vocabulary had the highest number of distinct apps. The teachers identified specific needs of their clients and these aligned with the apps selected for use. Teachers used apps effectively and were able to articulate why they selected apps for use with beginning and developing literacy learners.

Citation

Laster, B., Rhodes, J. & Wilson, J. (2018). Literacy Teachers Using iPads in Clinical Settings. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 544-550). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 8, 2024 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

References

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