iPads in Early Education: Separating Assumptions and Evidence

iPad users and researchers alike have claimed the device as the one to revolutionize education. Much of the iPad research, however, has focused on comparing the learning benefits of iPads with printed resources. The author of "iPads in EC education: Separating assumptions and evidence", Natalia Kucirkova, argues that new research needs to examine iPads as an "innovative pedagogical support to classroom practices and strategies." Ms. Kucirkova suggests that future research use well established and robust methodologies to identify cause-effect and generate new theories and practices that can impact learning and teaching.

Link: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4085648/

Citation:

Kucirkova, N. (2014). iPads in early education: separating assumptions and evidence. Frontiers in Psychology, 5, 715. http://doi.org/10.3389/fpsyg.2014.00715