iPads Reveiw

To iPad or not to iPad
Tara Fagan and Tania Coutts
CORE Education
Christchurch
New Zealand
Introduction
The introduction of the iPad in 2010 marked significant steps in the development of
tablet computing and mobile devices in education. Their intuitive touch screen
interface, portability and extended battery life make them an appealing option for
students of all age levels. In this pilot investigation, the authors observed how two
early childhood services (one kindergarten and one childcare centre) used iPads to
extend the range of learning opportunities they offer for children up to five years
old. The centres involved provide a varied curriculum guided by children’s interests
and adults’ provocations. Both centres are part of the Healthy Heart Awards
Programme with a philosophy around promoting fitness, outdoor exploration and
learning through play. There is a history of the integrated use of digital technologies
for teaching and learning purposes and in both cases a catalyst for this has been the
centre leaders who have a strong interest and competence in information and
communication technologies. The thoughts and recommendations shared are
gleaned from the authors’ on-site observations at the two centres as well as
discussions with both teachers and children about the use and value of the iPad.
This pilot investigation is intended to provide early childhood teachers who may be
contemplating the use of iPads with some pointers regarding why and how these
devices might be used. It also recommends some apps that complement the
pedagogy underpinning Te Whāriki (Ministry of Education, 1996).
An educational case for iPads
As iPads are such a recent phenomenon, there is scant research on their use and
value in early childhood contexts. However there is a body of literature that
supports the educational value of digital technologies in general and which is
relevant to this investigation. In a literature review, Bolstad (2004) argued that ICT
deserved serious consideration in early childhood contexts because it was already
part of the lives of children born in 21st century. Eight years on this argument is
even more compelling although as Bolstad inferred, and we would agree, this alone
is not a sufficient justification for their use in centres. Bolstad concluded that under
certain conditions ICT can enrich or transform the everyday learning, roles and
relationships experienced by young children. One of these conditions is educators
having clear learning intentions for children as a prerequisite to the selection of ICT
tools. In Aotearoa/New Zealand such intentions would logically flow from our
national curriculum, Te Whāriki (Ministry of Education, 1996).