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Learning from Versus Learning with Technology: Supporting Constructionist Reading Comprehension Learning with iPad Applications

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Abstract

Approaches to using devices in the classroom can be classified as learning with technology or learning from technology (Howland et al., 2011). Though the benefits of constructionist, learning with technology learning experiences has been discussed (e.g., Baytak & Land, 2011; Levinsen, 2008), few studies have compared learning with technology to learning from technology in the classroom. This study is a comparison of a constructionist, learning with technology approach to an instructionist, learning from technology approach to using iPad applications in support of reading comprehension. Findings show a significant difference favoring the learning with technology class on in-depth reading test scores and motivation. This study suggests that a learning with technology approach to using iPads for reading comprehension has motivational and learning benefits.

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Authors and Affiliations

  1. Northern State University, Aberdeen, SD, USA

    Andria L. Moon & Cheryl M. Wold

  2. Mississippi State University, Starkville, MS, USA

    Gregory M. Francom

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  1. Andria L. Moon
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Correspondence to Gregory M. Francom.

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Approval was obtained from the Institutional Review Board at Northern State University. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

Informed consent was obtained from all individual participants and parents/guardians of participants involved in this study.

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Moon, A.L., Francom, G.M. & Wold, C.M. Learning from Versus Learning with Technology: Supporting Constructionist Reading Comprehension Learning with iPad Applications. TechTrends 65, 79–89 (2021). https://doi.org/10.1007/s11528-020-00532-1

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