iPads, Literacy, and Creativity: A look at Classroom iPad use in Conjunction with the
Alexis Handford
December 2016
IPADS, LITERACY, AND CREATIVITY 2
Abstract
education to integrate technology and content together in the classroom while recognizing how
students learn and construct knowledge. This persuasive paper provides background on TPCK
and multimedia, and through supported research, presents claims with case studies to provide an
argument for classroom iPad use. This paper will explore how iPads, in a TPCK learning
environment, enhance creativity, problem solving, and motivation for elementary aged students
with the focus on children with learning challenges and disabilities. The TPCK framework
prompts instructors to act as information designers where they evaluate the needs of their
students and adequately evaluate how effective varying iPad applications are for the content
being delivered. iPads are able to be implemented into classrooms relatively seamlessly while
allowing for additional resources and learning tools to be readily accessible to students.1
1
Note. This paper has origins in an initial proposal researched and developed by the author, Alexis Handford (October 2016).
IPADS, LITERACY, AND CREATIVITY 3
iPads, Literacy, and Creativity: A look at Classroom iPad use in Conjunction with the
The 21st century has seen a monumental growth of multimedia devices. With the release
of Apple’s iPad to the public in 2010, the user friendly tablet has made its way into homes and
schools as a tool for entertainment, communication, and learning. The acceptance of multimedia
technologies continues to vary, and correspondingly, there are varied perspectives on how these
tools should be used in education. The resistance to iPads in classrooms and learning
environments stems from concerns on the effects this technology might have on students’
education, the understanding of effective use continues to evolve. Educators are beginning to
recognize the difference between simply using technology, and more importantly, teaching with
(TPCK) learning environments may allow for student growth in intrinsic motivation and
creativity. Furthermore, it can be seen that the effective use of iPads in building literary skills
encourages autonomy and enhances problem solving skills, particularly in students with learning
difficulties and challenges, with focus on ADHD and Autism. The TPCK learning environment
creates a dual role for teachers to act as information designers as well as educators. This allows
them to recognize benefits and pitfalls of handheld iPad learning which helps maintain focus on
meaningful content in classrooms. Finally, the effects of corporate involvement may provide an
insight into a potentially cost-effective step that public education could take towards an Alt-
School-type system. Ultimately, integrating iPads into a TPCK learning environment provides
elementary aged students, including those with learning disabilities and challenges, the
IPADS, LITERACY, AND CREATIVITY 4
opportunity to improve their literacy skills through creative and enhanced learning opportunities
as well as encouraging constructivist self-motivation and problem solving based on the student’s
current abilities.
Since the 1980s, modern technology has come to the forefront of education. With the
knowledge results in a disservice to learners (Mishra & Koehler, 2006, p. 1023). Mishra and
Koehler conceptualized TPCK from Shulman’s PCK model, and argued that the TPCK model
“…can enable a more theoretical robust way of designing, implementing, analysing and
2007, p. 232). TPCK brings forward the need for technology to be integrated into learning
beyond “functional fixedness;” to enhance content and be an active tool in problem solving
(Herring et al., 2016, p. 6). Through TPCK, learners are active (technological) problem solvers,
rather than passive problem solvers. For example, Mengping Tsuei worked with fifth grade
Taiwanese students testing multimedia’s effect on creativity. Through Tsuei’s work it was
increased creativity through the diversity of tools and the availability and flexibility possible in
deploying solutions (Tsuei, 1998, p. 114). This shows that through the model of TPCK, which
utilizes the concept of multimedia (variety in media) for integration between content and
Through the multimedia functionalities of iPads that require active student engagement,
iPads act as a creative learning tool for enhancing constructivist learning. Because of the
construct, transfer, and share knowledge effectively” (Thinley, et al., 2014, p. 293). The
portability of iPads decreases time barriers between ideas and expressing thoughts, and
furthermore, iPads can “[extend] classrooms beyond four walls” creating fewer voids in
learning opportunities (Hu, 2011). In the book, IPads in the Early Years: Developing Literacy
and Creativity, the authors discuss how in their project, when iPads were demobilized by
having them stationed at a desk, children lost interest in using the iPads. They found when
students were able to walk around freely with iPads while simultaneously using them, the
technology helped develop and express their ideas (Dezuanni et al., 2015, p. 150). It was
realized that iPads need to be used in creative ways to make the most of their capabilities,
which differ from stationary desktop computers (p. 148). As opposed to using it in the same
form as stationary desktop computers where the student is reliant on technology as a task,
creative alternatives such as moving around the classroom and bringing the device to a teacher
at the time of learning emphasizes the iPad’s use as a tool (p. 148). When iPads are viewed this
way, their integration into the classroom becomes relatively seamless; the traditional classroom
atmosphere of sitting and engaging with peers while maintaining eye contact with the instructor
Literacy skill enhancement focuses on idea development and idea organization; with this
in mind, iPads offer constructivist opportunities for children. (Sessions et al., 2016, p. 218).
Laird Sessions, Mi Ok Kang, and Sue Womack studied how the use of iPads by fifth grade
students for writing instruction contrasted the traditional pen and paper method in an attempt to
determine the more effective method of skill enhancement. The biggest difference in iPad
experiences was the enhanced conceptualization skills shown by students (p.223). With iPads,
IPADS, LITERACY, AND CREATIVITY 6
students sequenced their thoughts more effectively and understood the greater picture of their
writing, including the ability to recognize their deficiencies (p. 223). As a result, students
expressed greater interest in writing, and the seamless fit of iPads into learning was possible
because of student’s increasing use and interest in technology (p. 223). With the engaged
learning the iPad provides, students are motivated to learn, and in turn, become more confident
in their abilities (p. 224). Furthermore, Swan, Hooft, Kratcoski, and Schenker, (as cited by Oraib
Mango (2015) in his study of iPad use in the classroom) indicated that handheld devices
project-oriented, constructivist, and flexible” learning. (p. 54). iPads allow a greater level of
autonomy for students, as (in a TPCK environment) they have more opportunity to use literacy
apps in ways that they feel comfortable, while also being drawn together in collaboration with
their peers to explore application capabilities and extend their knowledge beyond the writing
tasks, possibly in creative and unforeseen ways. Conclusively, because of the lessening of the
time restrictions on idea manipulation, students can more easily use the iPad, collaborate with
peers, see different methods of learning (ie. literacy learning), and create their own works
simultaneously.
Through the variety of tools that multimedia offers, student’s intrinsic motivation is
feasibly increased. Students are inspired to seek solutions and go beyond requirements when
they are given a level of autonomy and individualism with multimedia devices such as iPads.
As seen with Mengping Tsuei’s work, multimedia “promot[ed] a feeling of empowerment. The
freedom of choice and opportunity to be creative promoted considerable motivation” and this
ultimately enhanced intrinsic motivation and creativity (Tsuei, 1998, p. 115). From this, it can
be inferred that iPad integration will lead to positive behavioural modifications, as iPads can
IPADS, LITERACY, AND CREATIVITY 7
aid in retaining student’s involvement and educators can hone in on modeling, shaping, and
cueing in order to reinforce progress and enhance observational learning. Positive outcomes
and solutions (deployed through iPad use), can lead to unprecedented learning and strengthened
engagement and socialization (Standridge, 2002). Children can observe their peers and
instructor, they can gradually improve their quality of work through teacher engagement, and
they can reach desired outcomes and behavior modifications through autonomy and
acknowledgement of progress (Standridge, 2002). Rather than students becoming frustrated and
restless, they are able to redirect their attention to iPad apps for inspiration, as well as use the
iPad to help them pinpoint flaws in their work (ie. writing). Students are assisted through
iPads serve as a beneficial tool for students with disabilities and learning challenges.
iPads allow for educators to teach content to students while at the same time allowing for
different methods to be used by students simultaneously for varying learning needs (Epps,
2016, p. 153). The iPad allows for sensory engagement as well as portability, which may be
useful for students with physical limitations (p. 154). Looking at children’s literacy, this is
where there is room for new tools and resources for children that struggle with traditional
methods. Students using iPads are provided with greater tools for comprehension, such as:
“books read[ing] aloud to them, having the moving words highlighted for them, and being able
to hear the words and questions again” (Ciampa, 2016, p. 688). The iPad’s multimedia features
capture participant’s attention without being distracting (p. 688). It has been argued that
reading proficiency is the most critical skill in academic success (Musti-Rao et al., 2016, p.
154). Recent studies have shown positive effects from computer-assisted learning for
improving the reading of students with disabilities (p. 154). One benefit they found with iPad
IPADS, LITERACY, AND CREATIVITY 8
use was the ability for students to engage more successfully in independent practice (p. 164).
Although traditional methods are still successful for many students, it is important to note that
iPad apps allow for instructors to “supplement their instruction and in turn motivate children to
be active and engaged learners” (p. 165). Furthermore, because of the scaffolding, feedback,
repetition, and reinforcement that iPad applications can offer, it shows promise in helping
struggling students achieve the necessary skills for academic success. Essentially, iPads, when
enhance learning exists, may benefit students that require additional help beyond what the
traditional classroom can offer them. There is potential to lessen the gaps in knowledge which
appear through advancing grade-levels by tackling the specialized learning needs of young
children.
In the case study, “A Breakthrough for Josh: How Use of an iPad Facilitated Reading
Improvement,” “Josh” (a fifth grade student with ADHD) was able to gain one year’s growth in
reading within six weeks with iPad assistance (McClanahan et al., 2012, p. 20). Josh proved to
be much more responsive to the iPad’s interaction and variety (p. 24). He was able to use the
iPad to record himself reading, and he was able to recognize errors in his own learning. He
could use graphic organizers (such as images, story maps, Venn diagrams, etc.) to keep himself
on track, the tactile aspect of the iPad kept him engaged, and with the help of a learning
strategy developed by his instructors, the iPad was deemed a good tool in his progress (p. 26).
Reading Instruction for Students and Autism Spectrum Disorder (ASD),” there was a slightly
different outcome. In this study, the involved students were more successful with Teacher
Directed Instruction (TDI), however, in this case, iPad Assisted Instruction (IAI) offered no
IPADS, LITERACY, AND CREATIVITY 9
instructor assistance and was considered an independent activity. This shows how critical it is
for iPads to be implemented within a TPCK framework. Both IAI and TDI tests were
successful in increasing performance and IAI was successful in decreasing student refusal,
however, as it indicates in the research, “educators should be cautious not to overly utilize the
iPad as a primary source for instructional delivery” (El Zein et al., 2016, p. 212). Tools and
applications need to be appropriate for the students using them and for the task being
accomplished.
Teachers, while embracing TPCK and iPad use, need to act as information designers.
understanding of how technology relates to the pedagogy and content” and this is not unlike the
work of information designers (Mishra and Koehler, 2006, p. 1026). Information design
focuses on intended users and on managing and producing information that is understandable in
varying forms. As Jacobson has described, information designers need “…the ability to present
the right information to the right people at the right time, in the most effective and efficient
form” (Jacobson, 2000, p. 16). Unfortunately, educators will continue to struggle to find the
correct tools for each learner, as every learner differs. Particularly, it is difficult to rely on
single teachers to tackle the needs of every student under their care. iPads, however, offer an
opportunity for various learning tools to be present in a single environment while operating
simultaneously. Students, if given a level of autonomy, may be able to find tools that work for
their needs that also prompt creativity, while instructors work as information designers to
identify flaws and pinpoint poorly designed applications. It isn’t critical for instructors (or
students) to know how to fully use varying tools and software available, it is more important
IPADS, LITERACY, AND CREATIVITY 10
that they consider the problem and how they would like to solve it, and then seek out the tools
environment. iPads have made it possible to implement technology into the classroom, without
drastically changing the classroom atmosphere of physical engagement and socialization and
without creating a barrier between learning and technology (Hu, 2011, para. 26). iPads improve
elementary children’s literacy and enhance creativity as they offer portability to resources and
provide a wide assortment of problem solving tools. However, it is important to recognize that
iPads can’t completely replace traditional teaching (Chou & Lee, 2012). Through a TPCK
model, educators must evaluate the content, as well as the pedagogy of learning in order to
successfully implement multimedia devices, such as iPads, in a way that enhances creativity
and literacy. As educators must first work as an information designer, to “initially work with
fields of meaning, not with the materials used to transmit meaning” (Jacobson, 2000, p. 5). This
is particularly important in creating additional classroom strategies using tools such as iPads for
children with learning disabilities or developmental delays because of the potential for a wide
Discussion
developing educational tools and resources. As corporate involvement increases, more tools
and applications are being developed and monitored for success to aid students in more specific
ways, as well as assist teachers in customizing lessons; ultimately enhancing the TPCK
environment. It is presented by Musti-Rao, Lo, and Plati in “Using an iPad App to Improve
Sight Word Reading Fluency for At-Risk First Graders” that corporate involvement alongside
IPADS, LITERACY, AND CREATIVITY 11
academia in creating research agendas can aid in the production of user-centered applications.
In this particular instance, there was a focus during application development to give at-risk first
graders the opportunity to practice reading skills (repetition), and receive immediate feedback
(p.155). Furthermore, “[Apple] has been developing a school market for the iPad by working
with textbook publishers on instructional programs and sponsoring iPads workshops for
administrators and teachers” (Hu, 2011, para. 22). Looking at AltSchool, a student-centered
learning school where they believe that “…kids should pursue their own interests, at their own
pace,” and they “[mix] in loads of technology to manage the chaos, and [top] it all off with a
staff of forward-thinking teachers set free to custom-teach to each student” (Lapowsky, 2015,
p. 4). While the school is considered to provide a “superior educational experience” it is still a
work in progress that currently is only available to children coming from wealthy privileged
homes. iPads (with corporate engagement) could possibly bridge the gap between systems like
AltSchool and public schools. Corporate engagement could lead to properly funded research
for educational technological advancements and programs, and in the case of iPads, learning
applications that are tracked and upgraded for constant improvement. But at the same time, it
will be critical for iPads to be used within a TPCK learning environment (as well as developed
within the TPCK framework), where iPads are used as a tool and instructors are capable of
fits content, and how to arrange elements to ensure the best teaching outcomes (Mishra and
Koehler, 2006, p. 1027). Corporate involvement, alongside administrators and teachers, has the
Future Considerations
Future direction for research should focus on how children’s comprehension strategies
are changing. As modern technology continues to infiltrate homes and schools, there needs to
be consideration for the information processing aspect of education as there are increasing
administrative demands to more fully implement multimedia tools (such as iPads) into learning
environments. As well, there should be consideration for whether or not these tools are
becoming necessary in student engagement and motivation. There should be consideration for
how iPad use can enhance educational systems at large, as student advancement is only one
part of overall educational success. There will need to be consideration for how data could be
tracked on iPad use, particularly in environments where educators are familiar with the TPCK
model, in order to stay current and advance institutional frameworks for handheld multimedia
use in classrooms. In future research and testing, there needs to be analysis for how instructors
may be able to successfully modify iPad applications for educational success, as one
application may not be universally successful. Further testing and research should look to
determine the effects of iPads in environments where instructors are familiar with how
technology relates to pedagogy and content in order to solidify the argument made for effective
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