Using iPads to Promote Literacy in the Primary Grades http://libproxy.umflint.edu:3030/docview/917459021 Dobler, E. (2012).

Using iPads to promote literacy in the primary grades. Reading Today, 29(3), 18-19. Retrieved from http://search.proquest.com/docview/917459021?accountid=14584

Keywords: iPads Literacy Creativity Differentiation Independence Collaboration Quotations: (single space) For Jessica, this means using the iPad as a tool to promote differentiation, collaboration, and ownership of learning among her first graders. (Dobler, 2012) The iPad facilitates bringing children together. The interactive applications encourage thinking and discussion as children practice the skills identified by the district's implementation of the Common Core Standards. (Dobler, 2012) For iPad use at center time, Jessica encourages higher level students to challenge themselves by working with apps which require knowledge beyond the grade level expectations. At the same time, children who still need to meet grade level standards can develop their skills by using apps for this level of practice. (Dobler, 2012) Through the goal setting and through the choice, they have so many options of how they want to grow every single day, and it's based on their own initiative. The iPad is a tool to promote this choice and motivation. (Dobler, 2012)

Summary: (1/2 page-1 page) (single space) The teacher in this article, Jessica Asbury, is a first grade teacher in Kansas City, Kansas who incorporates the use of iPads in her literacy learning. She only has access to three iPads, so she has different literacy centers set up so students can share. Sometimes, students will even work in pairs to collaborate with each other. The fact that students can use iPads to collaborate with each other can become helpful when the teacher may be working one on one or with a small reading group. Using iPads with literacy also makes it possible to create folders for students of different reading levels. That way, students are able to grow and learn no matter their reading level. Not only can you create separate apps by reading groups, but you can do this with spelling, writing, and other various forms of literacy just as Jessica does in her

classroom. As Jessica says, In every classroom you are going to have a wide range of abilities. So if you don't allow for these levels within center time, it's not as productive. My students know their colored group and know where they are supposed to work." (Dobler, 2012). iPads can also create discussion and student goals. Jessica takes time after iPad sessions to allow students to reflect on what they chose to work on and what they learned. They are also expected to set goals for themselves as to what they will learn the next time they use iPads. Giving students the chance to choose from certain apps and create goals for themselves can help them become more independent with their learning. Its incredible that all of this can be achieved in a classroom, just by incorporating an iPad.