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    Writing and iPads in the early years: Perspectives from within the classroom

    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

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    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:
    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
    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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