Literacy Teachers Using iPads in Clinical Settings

ID: 52314 Type: Roundtable
  1. Barbara Laster, Towson University, United States
  2. Joan Rhodes, Virginia Commonwealth University, United States
  3. Judith Wilson, University of Nebraska-Lincoln, United States

Thursday, March 29 3:00 PM-4:00 PM

No presider for this session.

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.

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