TAVERNIER, Monika (Woodland Harbourside preschool) http://citers2013.cite.hku.hk/en/paper_617.htm --------------------------- Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties. --------------------------- CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.

1. iPad for
Early Childhood Education
By Monika Tavernier

2. Why is this study necessary?
 Information and Communication Technologies
(ICT) are all around us and children at any age are
exposed to it every day
 Many young children have access to ICT in their
leisure time and use it
 Early Childhood Education (ECE) has not yet
introduced ICT as a “practical life experience” in
its curriculum
 There is very little research done on how young
children interact and use ICT constructively

3. What did the study do?
 Introduce children between 4 and 5 years
to the iPad through teacher centered
lessons
 Give the children opportunities to
familiarize, experiment and proactively
use the iPad during class time
 Provide children the opportunity to self-
initiate the use of the iPad under the
supervision of the researcher

4. Theoretical Framework
 Social Constructionism children learn in
social settings, through
collaboration, interaction, sharing of
information and creating artifacts
 4 stages of “Bloom’s Digital Taxonomy”
(Churches, 2008)
 „Key steps to successfully evaluating
Educational Technology‟ (McMains and
Gunnewig‟s (2012) )

5. Which tools have been used in
the study?
 Parent Questionnaire
 Qualitative Case Study:
 Student Observation
 Video Recording of students
 Classifying student‟s iPAD literacy based on
their interaction with the iPad, their learning
approach and the outcome of their iPAD
activities

6. Why an iPad?
An iPad merges several devices into one:
- Digital camera
- Video Camera
- Laptop/Desktop to access the internet, play
educational games, write notes
- HiFi/DVD Player/TV to listen to music, watch
films
- Books to read electronic story books
Trepanier-Street et al. (2011)

7. Application Selection
McManis and Grunnewig (2012) suggest
that a software (in this case applications)
has an educational impact on children, if it
engages the learner, is child-friendly (in its
design and navigation), involves interactivity
between the child and the program and
monitor‟s a child‟s progress.

8. Determiners for planning Activities
& Application Evaluation:
 Establish learning goals for the children
 Identify the hardware or device(s) you
have or would like to have
 Analyse features and content of the
software/program in meeting learning
goals
 Plan how the educational technology will
be integrated into the curriculum.
McMains and Gunnewig (2012)

9. Case Study Findings
 Most children have experienced ICT
devices before
 All children learn to use it quickly
 iPad and particular applications are
suitable for ECE
 Children are capable to achieve all for
stages of Bloom‟s Digital Taxonomy
 Children use the iPad purposefully and
constructively

10. Questionnaire
Data
Device Technology that is
used at home by
Technology that
children have access
to
What the children use the
Technology for
Laptop 6/6 families 4/6 children Play games,
access educational
websites
HiFi 5/6 families 5/6 children Watch movies
Listen to music
Digital Camera 6/6 families 4/6 children Take photos
Make short films
Video Recording 5/6 families 1/6 children Make videos
Internet 6/6 families 4/6 children Research something
Access youtube.com
Access educational website
Mobile Phones 6/6 families 5/6 children Call family
Look at photos/videos
Take photos
Make videos
Play games
Listen to music
Desktop 2/6 families 1/6 children Play educational games
Electronic Storybooks 2/6 families 1/6 children Leap (a special brand of
educational electronic toys)
Voice Recorders 1/6 families 0/6 children
Tablets 5/6 families 5/6 children Play (educational) games,
watch movies, access the
internet, listen to music
Electronic Toys 5/6 families 4/5 children Learn English and Mandarin

11. Determiners of kid‟s progress
 Personality
 Group Arrangements
 Time
 Number of available devices
 Selection of Application

12. iPad in ECE PROS (among others)
 Easy to operate
 Tailor made learning activities
 Diversified documentation of learning
 Assessment
 Parental Involvement

13. iPads in ECE CONS (among
others)
 Time constraints
 Man power
 Curriculum Compatibility
 Financial Resources

14. Case Study Videos
 Summary of children using the iPad and
the 5 selected applications
 Kid‟s creations:
 Sock Puppets
 Story Creator

15. References
 McManis, L.D. &Gunnewig, S.B. (2012).Finding
the Education in Educational Technology with
early Learners. Young Children (May
2012), PP. 14-24
 Churches, A. (2008)Bloom‟s Digital Taxonomy
v2.12.retrieved from:
http://www.scribd.com/doc/8000050/
Blooms-Digital-Taxonomy-v212.
 Trepanier-Street, M.L., Hong, S.B., & Bauer, J.C.
(2001).Using technology in Reggio-Inspired
long-term projects.Early Childhood Education
Journal, Vol. 28 (3), pp. 161-168

16. Questions & Answers
Thank you for listening. Should you have
questions, please share them now.