The Neglected “R”: Improving Writing Instruction Through iPad Apps

Abstract

In this study the authors investigated the effects of integrating iPad applications into writing instruction for fifth grade students. By comparing the writing of students taught with paper and pencil methods with that of students utilizing the iPad writing applications, two research questions guided the study: (1) Are there differences in student writing, especially in visualizing, sequencing, or incorporating sensory details, depending on whether they used iPad apps or paper and pencil? (2) What are, if any, the influences of iPad apps on student’s attitude, behavior, or social relations during the writing instruction? The results demonstrated that the students with iPad apps wrote more cohesive, sequential stories using more sensory details than those with paper and pencil. iPad apps also had an impact on motivation to write and changed the classroom dynamics as iPad apps made the writing process more social and engaging.