Running head: IPADS, LITERACY, AND CREATIVITY

iPads, Literacy, and Creativity: A look at Classroom iPad use in Conjunction with the

Technology, Pedagogy, Content Knowledge (TPCK) Model

Alexis Handford

ETEC 511 Final Assignment: Scholarly Essay

University of British Columbia

Professor: Franc Feng

December 2016
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Abstract

Technology, Pedagogy, Content Knowledge (TPCK) provides educators a framework for

education to integrate technology and content together in the classroom while recognizing how

students learn and construct knowledge. This persuasive paper provides background on TPCK

and multimedia, and through supported research, presents claims with case studies to provide an

argument for classroom iPad use. This paper will explore how iPads, in a TPCK learning

environment, enhance creativity, problem solving, and motivation for elementary aged students

with the focus on children with learning challenges and disabilities. The TPCK framework

prompts instructors to act as information designers where they evaluate the needs of their

students and adequately evaluate how effective varying iPad applications are for the content

being delivered. iPads are able to be implemented into classrooms relatively seamlessly while

allowing for additional resources and learning tools to be readily accessible to students.1

1
Note. This paper has origins in an initial proposal researched and developed by the author, Alexis Handford (October 2016).
IPADS, LITERACY, AND CREATIVITY 3

iPads, Literacy, and Creativity: A look at Classroom iPad use in Conjunction with the

Technology, Pedagogy, Content Knowledge (TPCK) Model

The 21st century has seen a monumental growth of multimedia devices. With the release

of Apple’s iPad to the public in 2010, the user friendly tablet has made its way into homes and

schools as a tool for entertainment, communication, and learning. The acceptance of multimedia

technologies continues to vary, and correspondingly, there are varied perspectives on how these

tools should be used in education. The resistance to iPads in classrooms and learning

environments stems from concerns on the effects this technology might have on students’

development and creativity. However, as multimedia technology continues to be integrated into

education, the understanding of effective use continues to evolve. Educators are beginning to

recognize the difference between simply using technology, and more importantly, teaching with

technology, as advancements in technology continue to infiltrate learning environments.

Constructivist iPad use in conjunction with Technology, Pedagogy, Content Knowledge

(TPCK) learning environments may allow for student growth in intrinsic motivation and

creativity. Furthermore, it can be seen that the effective use of iPads in building literary skills

encourages autonomy and enhances problem solving skills, particularly in students with learning

difficulties and challenges, with focus on ADHD and Autism. The TPCK learning environment

creates a dual role for teachers to act as information designers as well as educators. This allows

them to recognize benefits and pitfalls of handheld iPad learning which helps maintain focus on

meaningful content in classrooms. Finally, the effects of corporate involvement may provide an

insight into a potentially cost-effective step that public education could take towards an Alt-

School-type system. Ultimately, integrating iPads into a TPCK learning environment provides

elementary aged students, including those with learning disabilities and challenges, the
IPADS, LITERACY, AND CREATIVITY 4

opportunity to improve their literacy skills through creative and enhanced learning opportunities

as well as encouraging constructivist self-motivation and problem solving based on the student’s

current abilities.

Since the 1980s, modern technology has come to the forefront of education. With the

integration of computers into classrooms, technology is changing and evolving where it is

becoming so intertwined in learning that to separate content knowledge and technological

knowledge results in a disservice to learners (Mishra & Koehler, 2006, p. 1023). Mishra and

Koehler conceptualized TPCK from Shulman’s PCK model, and argued that the TPCK model

“…can enable a more theoretical robust way of designing, implementing, analysing and

evaluating the use of Information and Communication Technologies in education” (Unwin,

2007, p. 232). TPCK brings forward the need for technology to be integrated into learning

beyond “functional fixedness;” to enhance content and be an active tool in problem solving

(Herring et al., 2016, p. 6). Through TPCK, learners are active (technological) problem solvers,

rather than passive problem solvers. For example, Mengping Tsuei worked with fifth grade

Taiwanese students testing multimedia’s effect on creativity. Through Tsuei’s work it was

discovered that multimedia, as opposed to procedural problem solving practice programs,

increased creativity through the diversity of tools and the availability and flexibility possible in

deploying solutions (Tsuei, 1998, p. 114). This shows that through the model of TPCK, which

utilizes the concept of multimedia (variety in media) for integration between content and

technology, students are more creative in their problem solving.

Through the multimedia functionalities of iPads that require active student engagement,

iPads act as a creative learning tool for enhancing constructivist learning. Because of the

mobile capabilities (M-learning) of handheld devices, portability increases social

IPADS, LITERACY, AND CREATIVITY 5

constructivism and learners become “encouraged to interact and participate in learning to

construct, transfer, and share knowledge effectively” (Thinley, et al., 2014, p. 293). The

portability of iPads decreases time barriers between ideas and expressing thoughts, and

furthermore, iPads can “[extend] classrooms beyond four walls” creating fewer voids in

learning opportunities (Hu, 2011). In the book, IPads in the Early Years: Developing Literacy

and Creativity, the authors discuss how in their project, when iPads were demobilized by

having them stationed at a desk, children lost interest in using the iPads. They found when

students were able to walk around freely with iPads while simultaneously using them, the

technology helped develop and express their ideas (Dezuanni et al., 2015, p. 150). It was

realized that iPads need to be used in creative ways to make the most of their capabilities,

which differ from stationary desktop computers (p. 148). As opposed to using it in the same

form as stationary desktop computers where the student is reliant on technology as a task,

creative alternatives such as moving around the classroom and bringing the device to a teacher

at the time of learning emphasizes the iPad’s use as a tool (p. 148). When iPads are viewed this

way, their integration into the classroom becomes relatively seamless; the traditional classroom

atmosphere of sitting and engaging with peers while maintaining eye contact with the instructor

is still achievable (Hu, 2011).

Literacy skill enhancement focuses on idea development and idea organization; with this

in mind, iPads offer constructivist opportunities for children. (Sessions et al., 2016, p. 218).

Laird Sessions, Mi Ok Kang, and Sue Womack studied how the use of iPads by fifth grade

students for writing instruction contrasted the traditional pen and paper method in an attempt to

determine the more effective method of skill enhancement. The biggest difference in iPad

experiences was the enhanced conceptualization skills shown by students (p.223). With iPads,
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students sequenced their thoughts more effectively and understood the greater picture of their

writing, including the ability to recognize their deficiencies (p. 223). As a result, students

expressed greater interest in writing, and the seamless fit of iPads into learning was possible

because of student’s increasing use and interest in technology (p. 223). With the engaged

learning the iPad provides, students are motivated to learn, and in turn, become more confident

in their abilities (p. 224). Furthermore, Swan, Hooft, Kratcoski, and Schenker, (as cited by Oraib

Mango (2015) in his study of iPad use in the classroom) indicated that handheld devices

increased student motivation and engagement, as well as “student-centered, collaborative,

project-oriented, constructivist, and flexible” learning. (p. 54). iPads allow a greater level of

autonomy for students, as (in a TPCK environment) they have more opportunity to use literacy

apps in ways that they feel comfortable, while also being drawn together in collaboration with

their peers to explore application capabilities and extend their knowledge beyond the writing

tasks, possibly in creative and unforeseen ways. Conclusively, because of the lessening of the

time restrictions on idea manipulation, students can more easily use the iPad, collaborate with

peers, see different methods of learning (ie. literacy learning), and create their own works

simultaneously.

Through the variety of tools that multimedia offers, student’s intrinsic motivation is

feasibly increased. Students are inspired to seek solutions and go beyond requirements when

they are given a level of autonomy and individualism with multimedia devices such as iPads.

As seen with Mengping Tsuei’s work, multimedia “promot[ed] a feeling of empowerment. The

freedom of choice and opportunity to be creative promoted considerable motivation” and this

ultimately enhanced intrinsic motivation and creativity (Tsuei, 1998, p. 115). From this, it can

be inferred that iPad integration will lead to positive behavioural modifications, as iPads can
IPADS, LITERACY, AND CREATIVITY 7

aid in retaining student’s involvement and educators can hone in on modeling, shaping, and

cueing in order to reinforce progress and enhance observational learning. Positive outcomes

and solutions (deployed through iPad use), can lead to unprecedented learning and strengthened

engagement and socialization (Standridge, 2002). Children can observe their peers and

instructor, they can gradually improve their quality of work through teacher engagement, and

they can reach desired outcomes and behavior modifications through autonomy and

acknowledgement of progress (Standridge, 2002). Rather than students becoming frustrated and

restless, they are able to redirect their attention to iPad apps for inspiration, as well as use the

iPad to help them pinpoint flaws in their work (ie. writing). Students are assisted through

multimedia in completing self-assessments (Sessions et al., 2016, p. 224).

iPads serve as a beneficial tool for students with disabilities and learning challenges.

iPads allow for educators to teach content to students while at the same time allowing for

different methods to be used by students simultaneously for varying learning needs (Epps,

2016, p. 153). The iPad allows for sensory engagement as well as portability, which may be

useful for students with physical limitations (p. 154). Looking at children’s literacy, this is

where there is room for new tools and resources for children that struggle with traditional

methods. Students using iPads are provided with greater tools for comprehension, such as:

“books read[ing] aloud to them, having the moving words highlighted for them, and being able

to hear the words and questions again” (Ciampa, 2016, p. 688). The iPad’s multimedia features

capture participant’s attention without being distracting (p. 688). It has been argued that

reading proficiency is the most critical skill in academic success (Musti-Rao et al., 2016, p.

154). Recent studies have shown positive effects from computer-assisted learning for

improving the reading of students with disabilities (p. 154). One benefit they found with iPad
IPADS, LITERACY, AND CREATIVITY 8

use was the ability for students to engage more successfully in independent practice (p. 164).

Although traditional methods are still successful for many students, it is important to note that

iPad apps allow for instructors to “supplement their instruction and in turn motivate children to

be active and engaged learners” (p. 165). Furthermore, because of the scaffolding, feedback,

repetition, and reinforcement that iPad applications can offer, it shows promise in helping

struggling students achieve the necessary skills for academic success. Essentially, iPads, when

used in a TPCK environment, where an understanding of how technology can be used to

enhance learning exists, may benefit students that require additional help beyond what the

traditional classroom can offer them. There is potential to lessen the gaps in knowledge which

appear through advancing grade-levels by tackling the specialized learning needs of young

children.

In the case study, “A Breakthrough for Josh: How Use of an iPad Facilitated Reading

Improvement,” “Josh” (a fifth grade student with ADHD) was able to gain one year’s growth in

reading within six weeks with iPad assistance (McClanahan et al., 2012, p. 20). Josh proved to

be much more responsive to the iPad’s interaction and variety (p. 24). He was able to use the

iPad to record himself reading, and he was able to recognize errors in his own learning. He

could use graphic organizers (such as images, story maps, Venn diagrams, etc.) to keep himself

on track, the tactile aspect of the iPad kept him engaged, and with the help of a learning

strategy developed by his instructors, the iPad was deemed a good tool in his progress (p. 26).

In another case study, “A Comparison between iPad-Assisted and Teacher-Directed

Reading Instruction for Students and Autism Spectrum Disorder (ASD),” there was a slightly

different outcome. In this study, the involved students were more successful with Teacher

Directed Instruction (TDI), however, in this case, iPad Assisted Instruction (IAI) offered no
IPADS, LITERACY, AND CREATIVITY 9

instructor assistance and was considered an independent activity. This shows how critical it is

for iPads to be implemented within a TPCK framework. Both IAI and TDI tests were

successful in increasing performance and IAI was successful in decreasing student refusal,

however, as it indicates in the research, “educators should be cautious not to overly utilize the

iPad as a primary source for instructional delivery” (El Zein et al., 2016, p. 212). Tools and

applications need to be appropriate for the students using them and for the task being

accomplished.

Teachers, while embracing TPCK and iPad use, need to act as information designers.

As explained in TPCK literature by Mishra and Koehler, “good teaching requires an

understanding of how technology relates to the pedagogy and content” and this is not unlike the

work of information designers (Mishra and Koehler, 2006, p. 1026). Information design

focuses on intended users and on managing and producing information that is understandable in

varying forms. As Jacobson has described, information designers need “…the ability to present

the right information to the right people at the right time, in the most effective and efficient

form” (Jacobson, 2000, p. 16). Unfortunately, educators will continue to struggle to find the

correct tools for each learner, as every learner differs. Particularly, it is difficult to rely on

single teachers to tackle the needs of every student under their care. iPads, however, offer an

opportunity for various learning tools to be present in a single environment while operating

simultaneously. Students, if given a level of autonomy, may be able to find tools that work for

their needs that also prompt creativity, while instructors work as information designers to

identify flaws and pinpoint poorly designed applications. It isn’t critical for instructors (or

students) to know how to fully use varying tools and software available, it is more important
IPADS, LITERACY, AND CREATIVITY 10

that they consider the problem and how they would like to solve it, and then seek out the tools

(and applications) that will help them achieve their solutions.

In conclusion, multimedia devices can enhance creativity within a TPCK learning

environment. iPads have made it possible to implement technology into the classroom, without

drastically changing the classroom atmosphere of physical engagement and socialization and

without creating a barrier between learning and technology (Hu, 2011, para. 26). iPads improve

elementary children’s literacy and enhance creativity as they offer portability to resources and

provide a wide assortment of problem solving tools. However, it is important to recognize that

iPads can’t completely replace traditional teaching (Chou & Lee, 2012). Through a TPCK

model, educators must evaluate the content, as well as the pedagogy of learning in order to

successfully implement multimedia devices, such as iPads, in a way that enhances creativity

and literacy. As educators must first work as an information designer, to “initially work with

fields of meaning, not with the materials used to transmit meaning” (Jacobson, 2000, p. 5). This

is particularly important in creating additional classroom strategies using tools such as iPads for

children with learning disabilities or developmental delays because of the potential for a wide

scale of varying educational needs.

Discussion

For discussion, iPad use is leading to an increase in corporate involvement in

developing educational tools and resources. As corporate involvement increases, more tools

and applications are being developed and monitored for success to aid students in more specific

ways, as well as assist teachers in customizing lessons; ultimately enhancing the TPCK

environment. It is presented by Musti-Rao, Lo, and Plati in “Using an iPad App to Improve

Sight Word Reading Fluency for At-Risk First Graders” that corporate involvement alongside
IPADS, LITERACY, AND CREATIVITY 11

academia in creating research agendas can aid in the production of user-centered applications.

In this particular instance, there was a focus during application development to give at-risk first

graders the opportunity to practice reading skills (repetition), and receive immediate feedback

(p.155). Furthermore, “[Apple] has been developing a school market for the iPad by working

with textbook publishers on instructional programs and sponsoring iPads workshops for

administrators and teachers” (Hu, 2011, para. 22). Looking at AltSchool, a student-centered

learning school where they believe that “…kids should pursue their own interests, at their own

pace,” and they “[mix] in loads of technology to manage the chaos, and [top] it all off with a

staff of forward-thinking teachers set free to custom-teach to each student” (Lapowsky, 2015,

p. 4). While the school is considered to provide a “superior educational experience” it is still a

work in progress that currently is only available to children coming from wealthy privileged

homes. iPads (with corporate engagement) could possibly bridge the gap between systems like

AltSchool and public schools. Corporate engagement could lead to properly funded research

for educational technological advancements and programs, and in the case of iPads, learning

applications that are tracked and upgraded for constant improvement. But at the same time, it

will be critical for iPads to be used within a TPCK learning environment (as well as developed

within the TPCK framework), where iPads are used as a tool and instructors are capable of

recognizing the importance of Pedagogical Content Knowledge; recognizing technology that

fits content, and how to arrange elements to ensure the best teaching outcomes (Mishra and

Koehler, 2006, p. 1027). Corporate involvement, alongside administrators and teachers, has the

potential to aid in the growth of targeted, technologically creative learning.

IPADS, LITERACY, AND CREATIVITY 12

Future Considerations

Future direction for research should focus on how children’s comprehension strategies

are changing. As modern technology continues to infiltrate homes and schools, there needs to

be consideration for the information processing aspect of education as there are increasing

administrative demands to more fully implement multimedia tools (such as iPads) into learning

environments. As well, there should be consideration for whether or not these tools are

becoming necessary in student engagement and motivation. There should be consideration for

how iPad use can enhance educational systems at large, as student advancement is only one

part of overall educational success. There will need to be consideration for how data could be

tracked on iPad use, particularly in environments where educators are familiar with the TPCK

model, in order to stay current and advance institutional frameworks for handheld multimedia

use in classrooms. In future research and testing, there needs to be analysis for how instructors

may be able to successfully modify iPad applications for educational success, as one

application may not be universally successful. Further testing and research should look to

determine the effects of iPads in environments where instructors are familiar with how

technology relates to pedagogy and content in order to solidify the argument made for effective

iPad use in TPCK learning environments.

IPADS, LITERACY, AND CREATIVITY 13

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