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ERIC Number: EJ1084711
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-1090-1027
"I'm Just Playing iPad": Comparing Prekindergarteners' and Preservice Teachers' Social Interactions While Using Tablets for Learning
Moore, Holly Carrell; Adair, Jennifer Keys
Journal of Early Childhood Teacher Education, v36 n4 p362-378 2015
In this article we share descriptive findings from two qualitative, grounded theory (Glaser, 1978, 1992, 1998) studies on how two distinct groups of learners--prekindergarteners and preservice teachers in early childhood education coursework--used touch-screen tablets in their playful, discovery-based learning processes. We found similarities across both contexts as prekindergarteners and preservice teachers engaged in social interactions, gathering ideas from each other while exploring open-ended tablet apps. In addition to descriptions of learners' talk and actions alongside one another, we offer strategies for teacher educators seeking to provide dynamic learning experiences (particularly with tablets) for preservice teachers. We also offer suggestions for app selection that might allow discovery-based learning opportunities for both preservice teachers and the young children they hope to teach.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas