Keywords: Mobile technology, self-regulated learning, pedagogy, iPads, iPods

Introduction

Debate can be heard in parent circles, educational contexts, social media, and general public discussion as to how children should or should not use digital technology; what impact that use has; what types of games or applications should be used or not used; what constitutes ‘educational’ versus ‘entertainment’; and, more recently, the benefits of ‘gamification’ of learning through mobile technology (PBSKIDS, 2014). Without a doubt, evaluating the impact of mobile technology on young children’s learning is a complex endeavour. Before any empirical assessment can be conclusive, the learning outcomes must be defined, that is, what are the desired outcomes of the use of mobile technology, and how is it being used to meet these outcomes? If the outcomes are merely ‘keeping children busy’, then engagement would be an appropriate measure of success. However, if learning outcomes are connected to twenty-first-century skills, such as creativity, critical thinking, communication, and collaboration, measures of

self-regulated learning and problem-solving will be of greater interest. Learning theory that suggests children are active, independent directors of their own learning supports the potential of mobile technology as a twenty-first-century cultural learning tool. A key question then is how early learners and their teachers are using this technology to support learning. This chapter examines this question through an exploration of the implementation and outcomes of using handheld tablet devices (i.e., iPods and iPads) with grade 1 students in an elementary school in Southern Ontario, Canada.