Jason T. Hilton, PhD – Slippery Rock University Joe Canciello, M. Ed. – Union Area School District

Agenda Theoretical Framework iPad-based Texts and Applications (Apps) Survey Findings Discussion

Digital Literacy Hypertext Hyperreading Critical Digital Literacy 21 st Century Skills

iBook Benefits Content completely customizable Allows for text content to be re-aligned to the new Common Core Standards Content is organic and can grow with the needs and demands of the classroom No longer stuck with out-of-date anecdotes or references

Goals of iBook Creating interactive content Working towards creating a piece that is NOT passively read Make the text more interesting and more engaging for the student District does not have to continually purchase texts to stay up to date

Assembling the Text American Literature utilizes a number of texts that are no longer in copyright (FREE!) The Devil and Tom Walker Any of Poe’s works Easily add or remove texts Easily connect nonfiction texts through hyperlinks

Instantaneous Students can instantly look up words through the “define” or “search” function Students can instantly look up any reference they do not understand Helps to scaffold student learning For example, poetry may contain an allusion or a word a student does not understand they can instantly search the item

iPad Apps Ever growing catalogue of educational Apps Apps help students to move from content consumers into content creators Most if not all Apps are discounted or free though the school’s education iTunes account

Puppet Pals HD Allows students to create animated “Reader’s Theater” Standard version is free Students can create discussions and or debates to demonstrate different levels of understanding of text

iMovie Allows students to create movie trailers and or full movies Students can demonstrate mood and tone through their work Discussion of cinematic choices help to create better understanding text Half price through education iTunes account

Popplet Lite Students can create idea webs Helps to create visual connections between ideas Can use to brainstorm ideas or for mini presentations Can use for visual cause and effect presentation The standard version is free

Survey 48 students 27 males, 21 females Eighteen closed-ended questions Yes/no, always/sometimes/never, likert scale (Strongly agree to Strongly disagree) Three open-ended questions Coded thematically

Familiarity with Mobile Technology and Web Authoring 96% own or have regular access to a smartphone 58% own or have regular access to a tablet computer 85% regularly create web content

Familiarity with Mobile Technology and Web Authoring Split by gender Smartphone: 96% males vs. 95% females Web content authoring: 85% males vs. 86% females Tablets: 67% males vs. 48% females New technology, higher engagement from males owing to higher levels of technology self-efficacy

Preferences for Traditional or Digital Classroom Texts 61% easier to read material on an iPad vs. 14% easier to read the material in traditional textbook 65% prefer to read on iPad vs. 10% prefer to read in textbooks

Preferences for Traditional or Digital Classroom Texts 77% of students report using hyperlinks when reading class materials 2% indicated hyperlinks cause them confusion 64% more likely to look up words they do not know using iPad vs. 12% more likely to look up words using traditional textbooks 61% tools available on the iPad help them to better understand what they are reading vs. 2% felt the tools caused them confusion

Key Finding The majority of students not only prefer reading iPad- based texts, but additionally make use of hypertext capabilities to better understand what they are reading

Preferences for Traditional or Digital Classroom Texts Split by gender Males (74%) find it easier to read on the iPad than females (42%) Males (78%) report a higher preference for reading on iPads than females (47%) Females (81%) are more likely to use hyperlinks than males (74%) Females (81%) are more likely to look up words they do not know than males (52%)

Key Finding While females may not express the same levels of self- efficacy or preferences relating to the use of iPad- based texts as males, they are more likely to make use of the technological affordances present within the iPad than their male counterparts.

Preferences for Traditional or Digital Classroom Texts Split by regular access to tablet computer Those with regular access find it easier to read on the iPad No difference in preference for use of iPad-based texts, or in capability for use of hypertext tools

Key Finding Throughout the course of a year’s instruction, common use of iPad-based digital texts and hypertext tools allows those without regular access to tablet computers to develop similar skills and proficiencies as their technology-endowed peers.

Preferences for Traditional or Digital Classroom Texts Open-ended responses iPads make reading more fun Easier to comprehend what was being read Hypertext tools help readers to better understand the material A couple expressed concerns Bad eyesight Unreliable

Perceptions of iPad-based Applications for Content Creation 61% agree it is easy to create own content vs. 6% disagree 73% agree is was easy to save content vs. 8% disagree 68% prefer to use iPads to create classroom content vs. 4% who do not 56% feel the iPad makes them more involved in their work vs. 6% disagree

Key Finding Most students are technologically savvy enough to feel comfortable working with iPad-based applications for the creation of classroom content. Additionally, not only do many students prefer to work on iPads, they feel more involved in their work. Supports research indicating increased cognitive efforts relating to hypertext use in classrooms.

Perceptions of iPad-based Applications for Content Creation Split by gender Males (67%) find it easier to create content with iPads than females (52%) Females (71%) report a higher preference for working with iPads to create content than males (66%) Females (62%) more often report feeling more involved with their work than males (52%)

Key Finding As before, males demonstrate higher levels of technology self-efficacy but females make better use of the technological affordances offered by the iPad.

Perceptions of iPad-based Applications for Content Creation Split by regular access to tablet computer Those with regular access find it easier save work on the iPad (83% vs. 58%) Those without regular access prefer to use the iPads for content creation (79% vs. 62%) Those without regular access feel more involved in their work on the iPad (63% vs. 52%)

Key Finding Those with the least familiarity and access to digital content creation via tablet computer both prefer and benefit most from the use of iPads in classroom content creation.

Perceptions of iPad-based Applications for Content Creation Open-ended responses – thoughts on using iPad- based applications for content creation Make classroom projects easier More fun Provide more opportunities More involving Chance to be more creative Small group (8%) expressed a preference for traditional paper- and-pencil projects

Key Finding Not only are students working in a medium they prefer and enjoy, but they gain increased digital literacies that they are able to immediately apply to their personal interests

Perceptions of iPad-based Applications for Content Creation Open-ended responses – how iPad use may have improved learning Able to look up unknown words easier Use Internet resources to broaden understanding Work was made faster More involving Caused them to pay attention more Small group (12.5%) gave a neutral response, that the iPad was just another way to do projects

Questions