Multimedia Research Summary and Analysis
Multimedia Research Summary and Analysis
Anna Agirman
LTDE 5320
Running Head: Multimedia Summary and Analysis
In the article titled “iPads in 1st Grade Classrooms: Teachers’ Intentions and the Realities
of Use”, the authors explain how this study examines the teachers’ intention of using iPads in
their classrooms versus their actual use noted while conducting observational documentation.
Participants were 1st grade teachers from two different districts, and 6 different schools. Both
districts promoted the use of technology in the classroom. Teachers had a positive attitude
towards using technology. The author noted that “with the increase in technology policies
encouraging technology use in early childhood education settings, educators also need to develop
a level of technological knowledge”. This study used interviews to collect data on intentions for
use of iPads in the classroom and direct classroom observation to record realities of use. During
this study, teachers used apps for differentiated instruction such as ST Math, Raz-Kids, among
others. Teachers noted that many of the apps tracked student progress through in-app progress
and assessment functions. It was noted that when students were using repetitive apps every day,
they were more likely to be off task, and not engaged. Teachers were then having to redirect
students or give consequences to fix the behavior. However, when students were utilizing apps
such as iMovie, or other apps that allowed students to be creative, they were more engaged in
their learning and iPad usage. Students were creating movies using iMovie and writing their own
stories using Pages. Although teachers in the study said that they had discussions with the
students regarding proper usage of iPads, at least one of the teachers said that she did not allow
Due to the pandemic, the authors of this article were not able to go and visit classrooms where
teachers had indicated they would be using apps for projects in the spring when students were
more familiar with their devices and more proficient in their use of technology. There are
Running Head: Multimedia Summary and Analysis
opportunities and challenges for using ipads in the classrooms, especially in the lower grades, in
a way that students can benefit the most from them and not affect their behavior negatively.
instructional practices involving multimedia use because on my current job, I support bilingual
teachers and I am always looking for ways that will provide language supports for their EB
professional learning communities to look for ways that we can enhance instruction. Just
recently, our district purchased new SMART boards and I have been trying to encourage
teachers to explore different ways that they can use all the components available to make the
lessons more engaging for their learners. I also try to promote the use of web 2.0 tools in the
classrooms that will allow students to take ownership of their learning by creating products
instead of completing worksheets. This past week, I was showing some of the instructional staff
how to follow the tutorial on Canva.com to create assignments that can be embedded into
Schoology (our LMS) that students can complete and then submit as an assignment. I also shared
how to make engaging presentations using all the tools Canva provides to teachers (my school
Based on my research, using iPads with the same repetitive apps every day, is not an
innovative strategy for incorporating multimedia into the classroom to heighten student
engagement. After reading this article, the way students were engaged and more successful was
when technology or multimedia was used as a tool to help to create something such as a video or
a story book. The chart on the article showed how students were able to use iMovie to create a
video about their family. Other students were using pages to write books. Teachers seeking to
use iPads in their classrooms could benefit from using other applications available that allow
Running Head: Multimedia Summary and Analysis
students to create and display their learning and fun, engaging, and meaningful way. There are
applications such as Flip, where students can record video responses and provide feedback to
each other. Another great tool to use with the ipads is integrating the school’s LMS to promote
blended learning. Students can respond to discussion posts, upload media to albums and even
allowing students to create products. Like I mentioned before, integrating blended learning
would allow for use of multimedia instructional tools to help the students learn the content in
different modalities and help them show what they have learned through different means. I think
a key to promoting multimedia tools to enhance assessments is to provide students with choice.
Maybe for a specific assignment, students can choose to either write and record a song, create a
presentation on Canva, make a video using iMovie or Flip, or uploading their work into their
maximize instruction, create lessons that cater to different learning needs, promote student
creativity, student learning ownership and prepare students with skills for life.
Running Head: Multimedia Summary and Analysis
Article Reference
Lauricella, A. R., & Jacobson, M. (2022). iPads in First Grade Classrooms: Teachers’ Intentions
https://doi.org/10.1016/j.caeo.2022.100077
Additional References
Falloon, G., & Khoo, E. (2014). Exploring young students' talk in ipad-supported collaborative
https://doi.org/10.1016/j.compedu.2014.04.008
Otterborn, A., Schönborn, K., & Hultén, M. (2018). Surveying preschool teachers’ use of digital
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Schechter, R., Macaruso, P., Kazakoff, E. R., & Brooke, E. (2015). Exploration of a blended
learning approach to reading instruction for low SES students in early elementary grades.
https://doi.org/10.1080/07380569.2015.1100652
Zhou, N., & Yadav, A. (2017). Effects of multimedia story reading and questioning on
com.libproxy.hbu.edu/apps/doc/A713965220/PROF?u=txshracd2511&sid=bookmark-
PROF&xid=af37d670
Running Head: Multimedia Summary and Analysis