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Using iPads to Foster Digital Literacy Skills in the ClassroomJason T. Hilton, PhD Slippery Rock UniversityJoe Canciello, M. Ed. Union Area School DistrictAgendaTheoretical FrameworkiPad-based Texts and Applications (Apps)SurveyFindings DiscussionDigital LiteracyHypertextHyperreadingCritical Digital Literacy21st Century SkillsiBook BenefitsContent completely customizableAllows for text content to be re-aligned to the new Common Core StandardsContent is organic and can grow with the needs and demands of the classroom No longer stuck with out-of-date anecdotes or referencesGoals of iBookCreating interactive content Working towards creating a piece that is NOT passively readMake the text more interesting and more engaging for the studentDistrict does not have to continually purchase texts to stay up to date

Assembling the Text American Literature utilizes a number of texts that are no longer in copyright (FREE!)The Devil and Tom Walker Any of Poes worksEasily add or remove texts Easily connect nonfiction texts through hyperlinks

Instantaneous Students can instantly look up words through the define or search functionStudents can instantly look up any reference they do not understand Helps to scaffold student learningFor example, poetry may contain an allusion or a word a student does not understand they can instantly search the item iPad AppsEver growing catalogue of educational AppsApps help students to move from content consumers into content creators Most if not all Apps are discounted or free though the schools education iTunes account Puppet Pals HD Allows students to create animated Readers TheaterStandard version is freeStudents can create discussions and or debates to demonstrate different levels of understanding of text iMovieAllows students to create movie trailers and or full moviesStudents can demonstrate mood and tone through their work Discussion of cinematic choices help to create better understanding textHalf price through education iTunes account Popplet Lite Students can create idea websHelps to create visual connections between ideas Can use to brainstorm ideas or for mini presentations Can use for visual cause and effect presentationThe standard version is free Survey48 students27 males, 21 femalesEighteen closed-ended questionsYes/no, always/sometimes/never, likert scale (Strongly agree to Strongly disagree)Three open-ended questionsCoded thematically

Familiarity with Mobile Technology and Web Authoring96% own or have regular access to a smartphone58% own or have regular access to a tablet computer85% regularly create web contentFamiliarity with Mobile Technology and Web AuthoringSplit by genderSmartphone: 96% males vs. 95% femalesWeb content authoring: 85% males vs. 86% femalesTablets: 67% males vs. 48% femalesNew technology, higher engagement from males owing to higher levels of technology self-efficacyPreferences for Traditional or Digital Classroom Texts61% easier to read material on an iPad vs. 14% easier to read the material in traditional textbook65% prefer to read on iPad vs. 10% prefer to read in textbooks

Preferences for Traditional or Digital Classroom Texts77% of students report using hyperlinks when reading class materials2% indicated hyperlinks cause them confusion64% more likely to look up words they do not know using iPad vs. 12% more likely to look up words using traditional textbooks61% tools available on the iPad help them to better understand what they are reading vs. 2% felt the tools caused them confusionKey FindingThe majority of students not only prefer reading iPad-based texts, but additionally make use of hypertext capabilities to better understand what they are reading

Preferences for Traditional or Digital Classroom TextsSplit by genderMales (74%) find it easier to read on the iPad than females (42%)Males (78%) report a higher preference for reading on iPads than females (47%)Females (81%) are more likely to use hyperlinks than males (74%)Females (81%) are more likely to look up words they do not know than males (52%)

Key FindingWhile females may not express the same levels of self-efficacy or preferences relating to the use of iPad-based texts as males, they are more likely to make use of the technological affordances present within the iPad than their male counterparts.Preferences for Traditional or Digital Classroom TextsSplit by regular access to tablet computer Those with regular access find it easier to read on the iPadNo difference in preference for use of iPad-based texts, or in capability for use of hypertext toolsKey FindingThroughout the course of a years instruction, common use of iPad-based digital texts and hypertext tools allows those without regular access to tablet computers to develop similar skills and proficiencies as their technology-endowed peers.Preferences for Traditional or Digital Classroom TextsOpen-ended responsesiPads make reading more funEasier to comprehend what was being readHypertext tools help readers to better understand the materialA couple expressed concernsBad eyesightUnreliablePerceptions of iPad-based Applications for Content Creation61% agree it is easy to create own content vs. 6% disagree73% agree is was easy to save content vs. 8% disagree68% prefer to use iPads to create classroom content vs. 4% who do not56% feel the iPad makes them more involved in their work vs. 6% disagreeKey FindingMost students are technologically savvy enough to feel comfortable working with iPad-based applications for the creation of classroom content. Additionally, not only do many students prefer to work on iPads, they feel more involved in their work.Supports research indicating increased cognitive efforts relating to hypertext use in classrooms.Perceptions of iPad-based Applications for Content CreationSplit by genderMales (67%) find it easier to create content with iPads than females (52%)Females (71%) report a higher preference for working with iPads to create content than males (66%) Females (62%) more often report feeling more involved with their work than males (52%)Key FindingAs before, males demonstrate higher levels of technology self-efficacy but females make better use of the technological affordances offered by the iPad.Perceptions of iPad-based Applications for Content CreationSplit by regular access to tablet computerThose with regular access find it easier save work on the iPad (83% vs. 58%)Those without regular access prefer to use the iPads for content creation (79% vs. 62%)Those without regular access feel more involved in their work on the iPad (63% vs. 52%)

Key FindingThose with the least familiarity and access to digital content creation via tablet computer both prefer and benefit most from the use of iPads in classroom content creation.Perceptions of iPad-based Applications for Content CreationOpen-ended responses thoughts on using iPad-based applications for content creationMake classroom projects easierMore funProvide more opportunitiesMore involvingChance to be more creativeSmall group (8%) expressed a preference for traditional paper-and-pencil projects

Key FindingNot only are students working in a medium they prefer and enjoy, but they gain increased digital literacies that they are able to immediately apply to their personal interestsPerceptions of iPad-based Applications for Content CreationOpen-ended responses how iPad use may have improved learningAble to look up unknown words easierUse Internet resources to broaden understandingWork was made fasterMore involvingCaused them to pay attention moreSmall group (12.5%) gave a neutral response, that the iPad was just another way to do projects

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