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Differentiating Reading and Writing Instruction Across Content Areas With 1:1 iPads in an Elementary School.

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Title: Differentiating Reading and Writing Instruction Across Content Areas With 1:1 iPads in an Elementary School.
Authors: Milman, Natalie B.1 (AUTHOR) nmilman@gwu.edu, Vanden Boogart, Amy E.2 (AUTHOR)
Source: Computers in the Schools. Jan-Mar2026, Vol. 43 Issue 1, p41-59. 19p.
Subject Terms: *Individualized instruction, *Writing education, *Literacy education, *Literacy, *Curriculum, *Educational technology, *Elementary education, iPads
Abstract: In this study, researchers investigated how elementary education teachers used iPads across the curriculum for reading and writing instruction. This study builds on a larger mixed methods case study that examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, Pre-K to 4th grade elementary school in the United States. Researchers found that the elementary education teachers frequently used iPads for reading and writing instruction independently of and also across content areas; in particular, teachers utilized the iPads to differentiate instruction and to expand and broaden the definition of "literacy" across the curriculum. Students also seamlessly used iPad apps and other more traditional tools for the purposes of reading, writing, and self-expression, often choosing to create a "mashup" consisting of integration of print/markers and digital tools to convey their ideas. [ABSTRACT FROM AUTHOR]
Copyright of Computers in the Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Differentiating Reading and Writing Instruction Across Content Areas With 1:1 iPads in an Elementary School.
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  Data: <searchLink fieldCode="AR" term="%22Milman%2C+Natalie+B%2E%22">Milman, Natalie B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> nmilman@gwu.edu</i><br /><searchLink fieldCode="AR" term="%22Vanden+Boogart%2C+Amy+E%2E%22">Vanden Boogart, Amy E.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Computers+in+the+Schools%22">Computers in the Schools</searchLink>. Jan-Mar2026, Vol. 43 Issue 1, p41-59. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22iPads%22">iPads</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this study, researchers investigated how elementary education teachers used iPads across the curriculum for reading and writing instruction. This study builds on a larger mixed methods case study that examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, Pre-K to 4th grade elementary school in the United States. Researchers found that the elementary education teachers frequently used iPads for reading and writing instruction independently of and also across content areas; in particular, teachers utilized the iPads to differentiate instruction and to expand and broaden the definition of "literacy" across the curriculum. Students also seamlessly used iPad apps and other more traditional tools for the purposes of reading, writing, and self-expression, often choosing to create a "mashup" consisting of integration of print/markers and digital tools to convey their ideas. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Computers in the Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/07380569.2024.2337649
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 41
    Subjects:
      – SubjectFull: Individualized instruction
        Type: general
      – SubjectFull: Writing education
        Type: general
      – SubjectFull: Literacy education
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Elementary education
        Type: general
      – SubjectFull: iPads
        Type: general
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      – TitleFull: Differentiating Reading and Writing Instruction Across Content Areas With 1:1 iPads in an Elementary School.
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            NameFull: Milman, Natalie B.
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            NameFull: Vanden Boogart, Amy E.
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            – D: 01
              M: 01
              Text: Jan-Mar2026
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              Y: 2026
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