A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement

McClanahan, Barbara J.; Williams, Kristen; Kennedy, Eleanor D.; Tate, Susan

doi:10.1007/s11528-012-0572-6

Cited by 122 publications

(72 citation statements)

References 18 publications

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“…As we shall see, mobile devices have unique features that interest us, namely, in terms of interaction and exploration modes in instructional processes. However, the iPad and other tablets are still relatively recent in the marketplace, so research of their use in education is relatively inconclusive [24], [25], [26], [27].…”

Section: Designing Mobile Learningmentioning

confidence: 99%

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Bidarra

Figueiredo

Natálio

2015

Int. J. Interact. Mob. Technol.

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Abstract-Given the global spread of mobile platforms like iOS and Android, it is relevant to consider the potential of these devices to teach and learn. Our exploratory research was designed to evaluate the possibility of using common eBook formats to create gamebooks (gamified books) that are effective in teaching and learning. After analyzing the features available in many free or open tools, we decided to use iBooks Author to build a model of a dynamic book that may function as an educational game for "Environmental Studies", aimed at children in the 4th grade, mostly 9 to 10-year olds enrolled in Portuguese schools. This paper presents the design and features of this interactive book titled "Adventures in the Guadiana River", developed using the Apple iBook format, and especially set for the iPad retina. Because this is a proprietary format, we also built a prototype following the EPUB3 standard and developed new ways to interact with content within this universal format. Preliminary tests with our prototypes revealed very good usability and a promising pedagogical potential for the proposed models.

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Section: Designing Mobile Learningmentioning

confidence: 99%

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Bidarra

Figueiredo

Natálio

2015

Int. J. Interact. Mob. Technol.

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“…The positive outcomes reported include positive learning effects on both reading and writing (McClanahan, Williams, Kennedy & Tate, 2012). These studies -demonstrate general principles in terms of ways of using tools, physical spaces, time allocation, means of communication, distribution of roles, resources and so on‖ (Kukulska-Hulme,…”

Section: Mobile-assisted Language Learning (Mall)mentioning

confidence: 78%

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

Sujee¹

2016

ICERI2016 Proceedings

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i DECLARATION I declare that the thesis , which I hereby submit for the degree PhD at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution.ii ETHICS CLEARANCE CERTIFICATEThe author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that she has observed the ethical standards required in terms of the

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“…McClanahan et al (2012) discussed the manipulative touch screen of the iPad promoted the use of learning styles, especially the visual and tactile/kinesthetic. These modalities suggested the possibility that the higher levels of sensory stimulation using the iPad may have allowed a student with ADHD to engage in the learning task in ways that the typical classroom experiences do not.…”

Section: Discussionmentioning

confidence: 99%

“…Gambrell (2011) states that motivation to read and reading achievement are higher when the classroom environment is rich in reading materials and includes books from a variety individual school cultures and students. Technology has been shown to support and foster diverse instruction methods, support second-language learners and students with special needs, and increase reading comprehension (McClanahan, Williams, Kennedy & Tate, 2012;Rodriguez et al, 2013).…”

Section: Overview Of Digital Literacy In English/ Language Arts Classmentioning

confidence: 99%

Literacy Applications for Common Core English/Language Arts: Teacher Perspectives of Digital Literacy

Lancellot¹

2017

Aquila

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Core English/Language Arts classrooms. This study provides insights into the utility of using digital literacy in order to provide K-12 readers and writers with engaging texts at instructionally appropriate levels. Findings indicate K-12 teacher candidates and teachers had positive experiences in implementing digital technology, and offered solutions for associated challenges. Three themes emerged from teacher candidates and teacher responses: implications for content and assessment, student found that integrating the literacy applications helped their students. The applications recorded student progress, recommended lessons, and automatically matched the student to texts at their appropriate reading level. Recommendations provided by teachers were ongoing professional development and effective classroom management prior to implementation. Further research is needed in connecting readers with authentic digital literacy applications for enjoyment and comprehension.

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A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement

Cited by 122 publications

References 18 publications

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

Literacy Applications for Common Core English/Language Arts: Teacher Perspectives of Digital Literacy

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