The purpose of this case study is to examine how two early childhood teachers in one university laboratory school utilize the iPad in their reading practices. Data collection involved: (a) observations, (b) audio recordings, and (c) researcher journal. Findings indicate that the teachers had a continuum of purposeful uses for the iPad and the associated applications during their small group reading instruction. In addition, the teachers had mixed overall perceptions toward using the iPad as an effective literacy tool. Implications for practice are presented.


Technology, iPad, Literacy, Small Group Reading Instruction, Case Study

Author Bio(s)

Terry Husband is an Associate Professor of Early Childhood Education at Illinois State University in Normal, Illinois. His research interests concern literacy development in African American boys, critical literacies in early childhood classrooms, and racial representation in children's literature. Correspondence regarding this article can be addressed directly to: thusban@ilstu.edu.

Roland Schendel is an Assistant Professor in the School of Education at Metropolitan State University of Denver in Denver, Colorado. He teaches undergraduate and graduate literacy courses.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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