Dunn, Jill and Sweeney, Tony
(2018)
Writing and iPads in the early years: Perspectives from
within the classroom.
British Journal of Educational Technology, 49 (5).
pp. 859-869.
ISSN 0007-1013
Abstract
Writing is a complex and effortful activity and recent surveys indicate that fewer
children are enjoying writing or engaging in writing outside of school. Yet
compositional writing is a part of the primary curriculum and is an essential part of
education. This small-scale international study aimed to garner the views of primary
school teachers and children on using iPads in teaching compositional writing and how
this writing differed from using paper and pencils. Three teachers and classes of primary
school children in Northern Ireland and in the Republic of Ireland participated in the
study. Individual interviews with the teachers, focus groups with the children and
child-led virtual tours of the iPad were all used to gather perspectives. All participants
reported on the benefits of using iPads to teach compositional writing. These included
fun and enjoyment, greater choice and creativity, the value of multimodal
communication and assistance with spelling. However, all participants also advocated a
balanced approach to the teaching of compositional writing.
| Item Type: |
Article
|
| Keywords: |
Elementary School Teachers; Teacher Attitudes; Elementary School Students; Writing (Composition); Student Attitudes; Telecommunications; Foreign Countries; Creativity; Student Motivation; Educational Technology; Writing Instruction; Handheld Devices; Technology Uses in Education; |
| Academic Unit: |
Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education |
| Item ID: |
11474 |
| Identification Number: |
https://doi.org/10.1111/bjet.12621 |
| Depositing User: |
Tony Sweeney
|
| Date Deposited: |
25 Oct 2019 15:58 |
| Journal or Publication Title: |
British Journal of Educational Technology |
| Publisher: |
Wiley and Sons |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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