Pre-service teachers’ experiences of iPad integration in primary education

Abstract

The main objective of this study is to examine pre-service teachers’ teaching experiences and perceptions on iPad use in the classroom and to understand effective learning practices on multiliteracies and digital literacy in early primary education. As a qualitative research, the research methods I used for this study are semi-structured interviews, field notes, and classroom observation. The focus of the interview was the overall experience of teaching practice, and perception of using iPads in classroom, and experience and recognition on multiliteracies and digital literacy during teaching practice. As a theoretical framework, multiliteracies and digital literacy were applied in the study. All the transcribed interview data, visual images and field notes are examined in the process of data analysis. The findings revealed that pre-service teachers have positive approach toward using iPads in classroom, and that iPads were used in teaching of different subjects in various ways. All the pre-service teachers perceived the significance of multiliteracies and digital literacy skills in early primary education and applied it to their teaching. The results of the study could be useful for educators who examine the adoption and practices of pre-service teaches on the use of iPads in classroom and to understand learning practice on multiliteracies and digital literacy in early primary education.