Stewart, Shannon M. (2012) Reading in a Technological World: Comparing the iPad to Print, Master of Education (MEd), Bowling Green State University, Reading, 2012
The key to improving reading education is to continually asses the most effective methods and strategies. Since the beginning of reading education, paper-based texts have been the focus of, and the tools used with, instruction. However, technological advances could possibly alter the world of reading instruction—and much more quickly than previously thought. In the past years, the electronic book has emerged and poses drastic changes to the paper-based text’s place in the school. In an ever-evolving technological world, more and more schools are choosing to adopt solely electronic texts. Instead of heavy textbooks and full classroom libraries students are now experiencing iPads and iBooks. Due to the fact many schools are moving toward an electronic curriculum, it is important to evaluate the effectiveness of these new literacies. Therefore, this study was developed to answer the following questions: Is a second grade student’s silent reading comprehension affected when using an electronic reader? Also, how do these students feel about the electronic reader and its use? Data was collected through a short experience survey and comprehension quizzes administered in a second grade classroom of 18 students. The results of this study demonstrated no significant statistical difference between the comprehension of students using the iPad and those reading from a printed text. However, surveys and observations demonstrated an increase in engagement when using the electronic reader in the classroom.
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