Whole Child Using Ebooks to Support Reading in Early Childhood: What Does the Data Suggest
Annette VanAken The current emphasis on technology’s role to support teaching and learning stems from the understanding that young children are growing up as digital citizens. Young children including preschoolers increasingly use mobile devices, iPads, smartphones, and other digital devices (Holloway et al., 2013; Chaudron, 2015; Common Sense Media 2017) and within the public schools in the United States, one in every five students use mobile technology (Herold, 2016). This information amplifies the need to understand its place within the learning environment and in particular, how it affects learning outcomes. In addition, with future academic success linked to the dependence on reading skill developmental gains during the early childhood years, (NAEYC, 1998; Levine, et al. 2000) reflecting on digital technology’s use to support reading is timely and important. Research on the use of ebooks with young children (prek-2nd grade) to support reading development, while limited (Eutsler et al, 2020) offers encouraging results for educators. However, using ebooks, educators have an opportunity to provide learning experiences that may close the gap between the young digital citizens 16
