Rethinking difference in the iWorld: possibilities, challenges and ‘unexpected consequences’ of digital tools in literacy education

Laidlaw, Linda and O'Mara, Joanne A 2015, Rethinking difference in the iWorld: possibilities, challenges and ‘unexpected consequences’ of digital tools in literacy education, Language and literacy, vol. 17, no. 2, pp. 59-74.

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Title Rethinking difference in the iWorld: possibilities, challenges and ‘unexpected consequences’ of digital tools in literacy education
Author(s) Laidlaw, Linda
O'Mara, Joanne AORCID iD for O'Mara, Joanne A orcid.org/0000-0003-3511-1125
Journal name Language and literacy
Volume number 17
Issue number 2
Start page 59
End page 74
Total pages 15
Publisher Faculties of Education at Queen's University, University of Alberta, and the University of Victoria
Place of publication Kingston, Ont.
Publication date 2015
ISSN 1496-0974
Keyword(s) Digital Literacies
Early Childhood
Inclusive Education
Primary Education
iPads
Summary Within contemporary literacy classrooms, mobile touchscreen devices are occupying a more prominent place. For children who have disabilities or learning differences, such devices can offer increased participation and access and may also provide social capital to users. We share examples of how iPads and iPods were successfully used in classrooms by children who might be categorized as experiencing various challenges, as well as autobiographical examples we have experienced as parents of children with disabilities. Through these illustrations, we examine the possibilities of ‘new tools’ as well as challenges encountered in changing existing literacy practices.
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl Lote, Esl and Tesol)
1302 Curriculum And Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID SSHRC 435-2013-0590
Copyright notice ©2015, Faculties of Education at Queen's University, University of Alberta, and the University of Victoria
Persistent URL http://hdl.handle.net/10536/DRO/DU:30076792

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