Abstract
We have explored the role of a tablet computer (the Apple iPad) and a shared display as extensions of a practitioner’s repertoire for language learning and literacy practices in a multicultural kindergarten. In collaboration with a practitioner, an intervention was designed that included the use of two iPad apps in a language learning and literacy practice session with a group of 5 children aged 5. We have analysed the conversations around the tablet computers and in front of a shared display, trying to identify types of talk. The roles of the iPads, the apps and the shared display are discussed in relation to the types of talk, engagement and playfulness observed in the activities. We argue that the intervention led to valuable activities for language learning and literacy practices. The two selected apps differ in their levels of structure (directed vs. open) and genre (show and tell vs. fairy tale), and this difference will be discussed in relation to the types of conversation they initiate, and the extent to which they enable the children to transfer experiences from books and hence develop their literacy to include digital and multimodal resources.
Highlights
We have explored the role of a tablet computer and a shared display as extensions of a practitioner’s repertoire for language learning and literacy practices in a multicultural kindergarten
The newly published report Toddlers’ digital universe. 0-6-year-olds’ access to and use of digital devices in their spare time (Guðmundsdóttir and Hardersen 2012) shows that there is a great variety of access and use of digital devices among young children, and that many parents are positive about their children’s use of digital devices, as they see it as having potential for learning and development
We review the literature about conversation types related to language learning and literacy practices in kindergarten, before we discuss the types of conversation we observed in the activities, relating them to properties and affordances in the iPads and iPad apps
Summary
We have explored the role of a tablet computer (the Apple iPad) and a shared display as extensions of a practitioner’s repertoire for language learning and literacy practices in a multicultural kindergarten. In collaboration with a practitioner, an intervention was designed that included the use of two iPad apps in a language learning and literacy practice session with a group of 5 children aged 5. We have analysed the conversations around the tablet computers and in front of a shared display, trying to identify types of talk. The roles of the iPads, the apps and the shared display are discussed in relation to the types of talk, engagement and playfulness observed in the activities.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
