Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: “Four and five years old, who would have thought they could do that?”

Linda Clarke, Lesley Abbott

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

This paper describes an iPad project in a Northern Ireland primary school. It evaluates how the technology impacted on learning in literacy, numeracy and in pupil skills. The youngest pupils were asked about their iPad experiences using small-group interviews based on the circle time approach. Their teacher and two classroom assistants were interviewed about organisational, pedagogical and pupil skill patterns. The teacher reported improvements and greater readiness in pupils' ability to grasp initial key concepts in literacy and numeracy, including lower ability and special needs children. Motivation, concentration and confidence grew, as did spontaneous peer collaboration and the early stages of peer assessment. Classroom assistants had an innovative role in supporting iPad use and noted improved pupil communication, listening and fine motor skills. The children said that iPads helped them with writing, counting and drawing. They understood the purpose of specific apps, how to navigate them and what learning occurred.
Original languageEnglish
Pages (from-to)1051-1064
JournalBritish Journal of Educational Technology
Volume47
Issue number6
Early online date18 Mar 2015
DOIs
Publication statusPublished - 30 Nov 2016

Keywords

  • tablet
  • iPads
  • young children

Fingerprint Dive into the research topics of 'Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: “Four and five years old, who would have thought they could do that?”'. Together they form a unique fingerprint.

  • Profiles

    Cite this