Exploring the Suitability of the Book Creator for iPad App for Early Childhood Education

Part of the Lecture Notes in Educational Technology book series (LNET)


Handheld mobile devices are part of young children’s everyday life as they observe others use and engage with such devices. Early childhood education does not ignore the popularity of mobile touch devices and starts to investigate how tablets, especially iPads, can improve learning and teaching. This study examines if the ‘Book Creator App for iPads’ is a suitable app to enhance 3–6 years old children’s ability to express their ideas, creativity and illustrate their understanding of the world around them. Over a period of 12 weeks, a group of 3–5 years old children familiarized with the app, completed assignments and created sophisticated digital artefacts that included drawings, photos, voice and video recordings. These artefacts reflected their interests, cognitive abilities and level of fine motor skills.


Early Childhood Education Text Element Voice Recording Early Childhood Teacher Digital Artefact 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Andresen, L., Boud, D., & Cohen, R. (2000). Experience-based learning. Understanding Adult Education and Training, 2, 225–239.Google Scholar
  2. Boardman, M. (2007). “I Know How Much This Child Has Learned. I Have Proof!”: Employing digital technologies for documentation processes in kindergarten. Australian Journal of Early Childhood, 32(3), 59–66. Retrieved from
  3. Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that. In Investigations of young children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.Google Scholar
  4. Churches, A. (2008). Bloom’s taxonomy blooms digitally. Tech & Learning1.Google Scholar
  5. Clarke, T., & Clarke, E. (2009). Born digital? Pedagogy and computer-assisted learning. Education + Training, 51(5/6), 395–407.Google Scholar
  6. Clements, D. H., & Nastasi, B. K. (1993). Electronic media and early childhood education. Handbook of research on the education of young children (pp. 251–275).Google Scholar
  7. Clements, D. H., & Sarama, J. (2002). The role of technology in early childhood learning. Teaching Children Mathematics, 8(6), 340.Google Scholar
  8. Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98.CrossRefGoogle Scholar
  9. Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Saddle River, NJ: Prentice Hall.Google Scholar
  10. Curriculum Development Council. (2006). Guide to the pre-primary curriculum. Hong Kong.Google Scholar
  11. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319–340.Google Scholar
  12. Diaz, P. (2013). Usability of hypermedia educational e-books. D-Lib Magazine, 9(1). Retrieved from
  13. Edwards-Groves, C., & Langley, M. C. (2009). i-Kindy: Responding to home technoliteracies in the kindergarten classroom. In National Conference for Teachers of English and Literacy, (July), 1–17. Retrieved from
  14. Einarsdottir, J. (2005). Playschool in pictures: Children’s photographs as a research method. Early Child Development and Care, 175(6), 523–541.CrossRefGoogle Scholar
  15. Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.CrossRefGoogle Scholar
  16. Falloon, G. (2013). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68, 505–521.CrossRefGoogle Scholar
  17. Goodwin, K. (2012). Use of tablet technology in the classroom. NSW Department of Education and Communities.Google Scholar
  18. Hertzog, N., & Klein, M. (2005). Beyond gaming: A technology explosion in early childhood classrooms. Gifted Child Today, 28(3), 24–31.CrossRefGoogle Scholar
  19. Hofstede, G. (2014). Cultural tools—Country comparison. Retrieved from
  20. Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPAD for literacy learning. Reading Teacher, 66(1), 15–23.CrossRefGoogle Scholar
  21. Laevers, F. (1994). The innovative project Experiential Education and the definition of quality in education. Defining and assessing quality in early childhood education (pp. 159–172).Google Scholar
  22. Lancaster, L. (2012). Moving into literacy: How it all begins. In J. Larson, & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 313–328). London: Sage Publications.Google Scholar
  23. Lindahl, M. G., & Folkesson, A.-M. (2012a). ICT in preschool: Friend or Foe? The significance of norms in a changing practice. International Journal of Early Years Education, 20(4), 422–436.CrossRefGoogle Scholar
  24. Lindahl, M. G., & Folkesson, A. M. (2012b). Can we let computers change practice? Educators’ interpretations of preschool tradition. Computers in Human Behavior, 28(5), 1728–1737.CrossRefGoogle Scholar
  25. Lindahl, M. G., & Folkesson, A.-M. (2012b). Can we let computers change practice? Educators’ interpretations of preschool tradition. Computers in Human Behavior, 28(5), 1728–1737.CrossRefGoogle Scholar
  26. Mara, J. O., & Laidlaw, L. (2011). Living in the iworld: Two literacy researchers reflect on the changing texts and literacy practices of childhood Joanne O’Mara, 10(4), 149–159.Google Scholar
  27. Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S., & Wright, K. (2005). Digital beginnings: Young people’s use of popular culture, media and new technologies. Sheffield: University of Sheffield.Google Scholar
  28. Michael Cohen Group Llc. (2011). Young children, apps & iPad. Young, 1–13. Retrieved from
  29. McCoy, S., Galletta, D. F., & King, W. R. (2007). Applying TAM across cultures: the need for caution. European Journal of Information Systems, 16(1), 81–90.CrossRefGoogle Scholar
  30. Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted learning, 23(1), 14–26.CrossRefGoogle Scholar
  31. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.CrossRefGoogle Scholar
  32. Sarama, J., & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19(1), 181–189.CrossRefGoogle Scholar
  33. Scardamalia, M., & Bereiter, C. (2006). Knowledge building. New York: Springer.Google Scholar
  34. Tavernier. (2013). Pre-school children learn to use the iPad to learn, document, assess and create content. Paper presentation accepted for the CITE Research Symposium 2013, The University of Hong Kong, Hong Kong.Google Scholar
  35. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3).Google Scholar
  36. Vygotsky, L. S. (1987). Mind in society: The development of higher psychological processes. Cambridge: MA: Harvard University Press.Google Scholar
  37. Yelland, N. & Gilbert, C. (2012). iPlay, iLearn, iGrow. London: IBM Paper. Retrieved from,%20iLearn%20%26%20iGrow.pdf.
  38. Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). London: Sage Publications.Google Scholar
  39. Zevenbergen, R. (2007). Digital natives come to preschool: implications for early childhood practice. Contemporary Issues in Early Childhood, 8(1), 19.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.German Swiss International SchoolHong Kong SARPeople’s Republic of China

Personalised recommendations