The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. "Tablets in K-12 Education: Integrated Experiences and Implications" explores the use of hand-held mobile devices in primary and secondary classrooms to assist in learning, sharing, and communication among students and teachers. With cutting-edge research on pedagogy, practice, and new initiatives for mobile learning devices and applications, this advanced reference source provides educators, technology coordinators, administrators, and other faculty with the resources needed to effectively implement mobile applications in their classrooms. Following a foreword (Orrin T. Murray), preface (Heejung An, Sandra Alon, and David Fuentes), and an acknowledgment section (Heejung An, Sandra Alon, and David Fuentes), this book is organized into the following sections and chapters: Section 1: Theoretical and Conceptual Orientations: (1) From App Attack to Goal-Oriented Tablet Use (Dominic Mentor); (2) iPad Implementation Approaches in K-12 School Environments (Heejung An, Sandra Alon, and David Fuentes); (3) Using Mobile Devices Selectively: Developing Constructivist Pedagogy to Support Mobile Learning (David Fuentes, Heejung An, and Sandra Alon); (4) Emerging Use of Tablets in K-12 Environments: Issues and Implications in K-12 Schools (Alex Kumi-Yeboah and Kelli Sue Campbell); (5) Mobile Devices and Classroom Management: Considerations and Applications for Effective Use in an Elementary School Classroom (David Fuentes, Heejung An, and Sandra Alon); and (6) mLearning to Enhance Disaster Preparedness Education in K-12 Schools (Thomas Chandler and Jaishree Beedasy). Section 2: Theoretically Grounded and Innovative Teaching Approaches: (7) Using Tablets to Teach for Understanding in the Sixth Grade Social Studies Classroom (Nancye Blair Black); (8) Use of Tablet Computers and Mobile Apps to Support 21st Century Learning Skills (Michael Reichert and Chrystalla Mouza); and (9) The iPad: A Mathematics Classroom Tool for Implementing the Common Core State Standards Technology Vision (Sandra Alon, Heejung An, and David Fuentes). Section 3: Empirical Research Studies on the Effects of Using Tablets in K-12 Classrooms: (10) The Effects of Interactive Multimedia iPad E-Books on Preschoolers' Literacy (Marisol Estevez-Menendez, Heejung An, and Janis Strasser); (11) Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School (Natalie B. Milman, Angela Carlson-Bancroft, and Amy E. Vanden Boogart); (12) Teaching Mathematics with Tablet PCs: A Professional Development Program Targeting Primary School Teachers (Maria Meletiou-Mavrotheris, Katerina Mavrou, George Stylianou, Stephanos Mavromoustakos, and George Christou); (13) A Collective Case Study on Two Speech and Language Impaired Learners with Autism: The Instructional Implications of a Hybrid Applied Behavior Analysis (ABA) and iPad App-Infused Model (Jacqueline R. Sabale); (14) Challenge-Based Learning Using iPad Technology in the Middle School (Christie Bledsoe and Jodi Pilgrim); (15) Practices and Attitudes of Students and Teachers Using iPads in High School Mathematics Classes (Murtaza Ozdemir); (16) Integrated Experiences: Teaching Grade 9 Mathematics with iPad Tablets (Carol Carruthers, Dragana Martinovic, and Kyle Pearce); and (17) Using iPads to Support K-12 Struggling Readers: A Case Study of iPad Implementation in a University Reading Clinic (Carrie E. Hong, Salika A. Lawrence, Geraldine Mongillo, and Marie Donnantuono). A compilation of references, a section about the contributors, and an index are included.