Search results for: Tablet computer
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I’m Just Playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning
This article focuses on how children and preservice teachers responded to using technology in their learning processes and how the choice and use of certain kinds of apps prompted social engagement across both settings. The findings reveal that students, young and old alike, explored iPad apps socially. The authors conclude that they selected apps in their studies and encouraged preservice teachers to select apps that would align with social constructivist and sociocultural perspectives. Using these lenses, the authors advocate for apps designed to allow for open-ended, discovery-based learning through playful exploration and experimentation.
Updated: Apr. 22, 2018
The current study explored the viability of tablet computers in early education. The authors first investigated the ease with which preschool children become acclimated to the tablet technology. Next, the authors examined this technology' effectiveness in keeping children engaged and motivated to draw as a means to implementing curriculum standards. The participants were forty-one children between 3 and 6 years who enrolled in three classrooms at northeastern United States. The results showed that as children developed ease with the tablet, their independence with the technology increased, resulting in more experimentation, and increased ability to use it to represent their thinking.
Updated: Mar. 22, 2011