Educators’ insights on utilizing iPads to meet kindergarten goals

Abstract

This study investigates how educators plan and review the integration of iPads to meet Early Learning Kindergarten curriculum goals across the four newly-established domains of the Ontario Kindergarten Curriculum. The literature reviewed for this study indicates that earlier studies on iPads have primarily focused on measuring literacy and mathematics learning outcomes and little research has been done on how technology can be used in a play-based learning environment. This study explores other domains of Kindergarten iPad use which are less documented in the literature. The study captures teacher planning for iPad integration to help students meet outcomes in other domains (such as Problem-Solving and Innovating; and Self-Regulation and Wellbeing). This study follows an action research model and captures the conversations of two educators implementing iPads who set goals (plan) and document their reflective practice through recorded conversations at regular intervals. Results of this study suggest that iPads can be used to develop skills in all four domains of the curriculum and that iPads can be used as a tool by teachers to document learning in a play-based environment. Our findings indicate that when teachers engage in action research, they are able to reflect and improve upon their own practices. As teachers develop new pedagogical understandings about the relationship between iPads and play, they are then able to support students’ digital play.