Description:Higher Education is recognised as the leading international journal of Higher Education studies, publishing eight separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators.
Coverage: 1972-2014 (Vol. 1, No. 1 - Vol. 68, No. 6)
The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.
- Terms Related to the Moving Wall
- Fixed walls: Journals with no new volumes being added to the archive.
- Absorbed: Journals that are combined with another title.
- Complete: Journals that are no longer published or that have been combined with another title.
Subjects: Education, Social Sciences
Collections: Arts & Sciences IV Collection, JSTOR Essential Collection
The purpose of this case study is to examine how two early childhood teachers in one university laboratory school utilize the iPad in their reading practices. Data collection involved: (a) observations, (b) audio recordings, and (c) researcher journal. Findings indicate that the teachers had a continuum of purposeful uses for the iPad and the associated applications during their small group reading instruction. In addition, the teachers had mixed overall perceptions toward using the iPad as an effective literacy tool. Implications for practice are presented.
Technology, iPad, Literacy, Small Group Reading Instruction, Case Study
Terry Husband is an Associate Professor of Early Childhood Education at Illinois State University in Normal, Illinois. His research interests concern literacy development in African American boys, critical literacies in early childhood classrooms, and racial representation in children's literature. Correspondence regarding this article can be addressed directly to: firstname.lastname@example.org.
Roland Schendel is an Assistant Professor in the School of Education at Metropolitan State University of Denver in Denver, Colorado. He teaches undergraduate and graduate literacy courses.
Recommended APA Citation
Husband, T., & Schendel, R. K. (2017). Friend or Foe? A Case Study of iPad Usage During Small Group Reading Instruction. The Qualitative Report, 22(11), 2881-2892. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss11/3