Using the iPad as a tool to support literacy instruction

Hutchison, Amy; Beschorner, Beth

doi:10.1080/1475939x.2014.918561

Cited by 24 publications

(20 citation statements)

References 8 publications

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“…Mobile technologies are now a common feature of language and literacy classes. However, it is still unclear how they contribute to learning (Hutchison & Beschorner, 2015). Improved learning outcomes are in general related to student engagement, which, in turn, is influenced by the multimedia content, the opportunity to control the language and the interactions, and the playfulness of the activities (Kervin, 2016).…”

Section: Fostering Collaboration and Developing Speaking Skills Throumentioning

confidence: 99%

Young children capitalising on their entire language repertoire for language learning at school

Kirsch

2017

Language, Culture and Curriculum

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While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging of young multilinguals. In trilingual Luxembourg, at school, children learn Luxembourgish aged 4, German aged 6 and French aged 7, with the majority not speaking Luxembourgish on school entry. The number of languages to be learned may leave teachers little space to capitalise on home languages and encourage translanguaging. Drawing on qualitative methods, this paper contextualises and examines the practice and purposes of translanguaging of nursery and primary school children who speak a language other than Luxembourgish at home, while they collaboratively produce oral texts on the iPad app iTEO. The data stem from a longitudinal study using a multi-method approach. The findings indicate that the children made use of their multilingual repertoire in order to communicate, construct knowledge and mark their multilingual identity. Translanguaging was a frequent and legitimate practice in both classes although the older children drew less on home languages other than Luxembourgish. The children's ability to translanguage and their opportunities for doing so were influenced by the multilingual learning environment, the curriculum and the language learning tasks.

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Section: Fostering Collaboration and Developing Speaking Skills Throumentioning

confidence: 99%

Young children capitalising on their entire language repertoire for language learning at school

Kirsch

2017

Language, Culture and Curriculum

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“…They needed time to learn how to design relevant tasks and implement iTEO effectively. Their uncertainties are not uncommon and have been described by, amongst others, Godwin-Jones (2011), Hutchison and Beschorner (2015) and Karsenti and Fievez (2013).…”

Section: Discussion: Peers Task and Iteo Mediating Language Learningmentioning

confidence: 96%

Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

Kirsch

Izuel

2017

The Language Learning Journal

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The present small-scale study investigates language learning in primary schools in Luxembourg and the ways in which this process is mediated by peers and the iPad app iTEO. This study draws its data from the larger longitudinal qualitative research project iTEO (2013)(2014)(2015)(2016)(2017) and is based on 13 hours of audio and video-recordings. The participants are 6-7-year-olds learning German and French. Grounded in sociocultural theory, this paper examines, first, the ways in which the emergent multilingual primary school children scaffold each other's learning of German and French while collaboratively producing oral texts on iTEO and, second, investigates the affordances of this app for learning. The findings show that the children's language learning was mediated by peers, the task and the app. The children used a range of learning and teaching strategies while completing tasks framed by their teacher. iTEO and the task together mobilised the children's resources, encouraged autonomy and promoted discussion about language.

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“…According to [25] this kind of digital pen technology consequently offers flexibility, portability, and familiarity in enabling the users to exploit rich digital functions while keeping the natural interaction that is common in the traditional pen-and-paper interfaces. [27] explain that with the audio pen literacy instruction, a context in which both traditional literacy skills and new literacies must be taught. It also revealed that by integrating the audio pen for reading lessons, student interest and attention to the tasks was sustained.…”

Section: Assistive Technology In Readingmentioning

confidence: 99%

The Use of the Audio Pen in Enhancing Reading Skills among Preschool Children

Krish¹

2020

IJIET

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Having good reading skills has many advantages to the individual in both educational and wider social contexts throughout life. To be a proficient reader, one needs to master phonemic awareness, phonics, fluency, vocabulary and comprehension skills. The study aims to investigate the effectiveness of the use of the audio pen as an assistive technology in reading to develop reading fluency, comprehension and vocabulary skills among preschool children in a selected semi-urban preschool. Data was collected from the reading skills tests, and interviews. A total of 10 preschool children between five to six years of age were selected to use the audio pen as an intervention for a duration of eight weeks. The results from the tests showed that the majority of the children improved their reading fluency, comprehension and vocabulary skills. The results of the interviews showed that most of the participants had a positive perception and positive engagement in the use of the audio pen. These positive results suggest that an audio pen is a feasible and good intervention to be used along with traditional texts to enhance reading skills among preschool children.

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Using the iPad as a tool to support literacy instruction

Cited by 24 publications

References 8 publications

Young children capitalising on their entire language repertoire for language learning at school

Young children capitalising on their entire language repertoire for language learning at school

Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

The Use of the Audio Pen in Enhancing Reading Skills among Preschool Children

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