Purpose – Describes the various ways mobile devices are becoming part of the 21st century classroom and how best practices of reading instruction are applied to the use of these devices to support struggling readers.Design/methodology/approach – Situates mobile devices within the framework of other information and communication technologies (ICTs), especially as related to struggling readers. Following that discussion, uses of various mobile devices are addressed based on the learning/reading task rather than a specific device.Findings – Uses of mobile devices in the classroom often build on or simply “digitize” traditional reading/learning strategies. Other implementations of the devices can take students beyond such basic approaches to engage them in multimedia and New Literacies to create their own texts and multimedia projects that enhance reading skills rather than just consume them.Research limitations/implications – The field of mobile devices in the classroom is quite new and extremely fluid. It is certain that there are other great applications and strategies being implemented in schools all over the world. More research to gain further understandings is needed.Practical implications – While obviously not exhaustive, this chapter offers instructors and researchers an opportunity to become aware of the issues related to mobile devices in the classroom and to launch their own exploration of this field.Originality/value of paper – It is hoped that instructors and researchers will be inspired to try out some of the strategies and/or devices discussed and find even more inventive ways to positively impact learning for their students.
McClanahan, B. and Stojke, A. (2013), "Mobile Devices for Struggling Readers in the Classroom", Ortlieb, E. and Cheek, E. (Ed.) School-Based Interventions for Struggling Readers, K-8 (Literacy Research, Practice and Evaluation, Vol. 3), Emerald Group Publishing Limited, Bingley, pp. 143-164. https://doi.org/10.1108/S2048-0458(2013)0000003011Download as .RIS
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