The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception

Abstract

This study investigated the impact of the absence and presence of digital technology as part of a daily literacy program on second grade elementary students reading achievement, skill development and engagement, collaboration and learning, and student and parent perceptions of reading ability and engagement. A mixed methods approach including PM Benchmark Assessments, video footage, questionnaires, and interviews, was incorporated. Students in the Integrated iPad Literacy Program (IiLP) demonstrated greater gains than students in the Critical Reflective Literacy Program which used an approach that did not include technology. Both student and parent perceptions paired greater reading engagement with greater reading ability. With findings suggesting that infusing technology, multiliteracies, and multimodalities into a literacy program positively impacts student literacy and thinking development, recommendations for altering current literacy programs are discussed