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The use of mobile technologies and app use to support elementary literacy achievement.

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The majority of the studies showed a positive relationship between mobile technology and literacy development, with some studies showing no gains or mixed results.  Overall, it was concluded that these technologies should target specific domains or skills and multiple interventions/ applications might be required to improve students' overall literacy development.

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"This study is pivotal for teachers in practice, teacher educators,, and researchers because it demonstrates the importance of using mobile apps to ensure alignment between the app characteristics and the learning goals (e.g., literacy domain)" (Eutsler et al. 2020, p. 1761).

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"To examine the impact of mobile technologies on PK-5 children's literacy achievement and illuminate opportunities to improve research and practice where mobile technologies support children's literacy" (Eutsler et al. 2020, p. 1761).

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"What are the key patterns that denote the effectiveness of integrating mobile devices and applications into EC-6 literacy instruction (e.g., comprehension, vocabulary, fluency, phonics, phonemic awareness, writing) and how do patterns vary by single and multiple-case domain investigations?" (Eutsler et al. 2020, p. 1743).

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A total of 61 quantitative evidence-based studies studies were analyzed in this review in order to look for patterns that noted effective mobile technology use. The data was coded in the following categories: literacy domain, research method, mobile device, theoretical framework, application, reported gains, achievement measure, sample size, usage context, grade level, and country.

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36 studies reported positive findings

The greatest benefits were found in the domains of comprehension, vocabulary, phonics, and phonemic awareness.

Only one of these studies focused on multiple domains at once.  This suggests that mobile technology might be most useful for targeted interventions or skill building purposes.

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9 studies reported no found gains

Many of these studies called into question outside factors that could have limited the technology's effectiveness

amount of at home tech support

short timeframe for tech use

level of teacher involvement

Findings from these studies reported no losses as a result of mobile technology use in literacy instruction.

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16 studies reported mixed results

In single domain studies, it was noted that mixed results were related to the effectiveness of specific apps for different learning needs.

In studies that measured multiple literacy domains, their findings generally expressed that mobile technologies as more beneficial to one domain versus another.  Example: improvements in vocabulary but not comprehension.

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Providing all of my students access to the same technologies in the classroom. Whether that be iPads, tablets, or other mobile devices. Each of my students must be provided with equal physical access to the technology.

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Assess my students carefully to identify learning goals and outcomes that could be supported by different mobile applications.  This study stressed that mobile technology works best when targeting specific learning domains rather than literacy as a whole.  So I would identify which domains to provide application interventions for based on assessment data.

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Identify research-based applications that have been proven to support aspects of my student's literacy development that need improvement (based on assessment results).

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Explicitly teach and model the technology for ALL students and closely monitor their usage. Then if needed, make any changes or modifications necessary to better support students' tech use.

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Ensure the the requirements of mobile technology use do not require lots of parental involvement.  Since this is not a constant among all students, it could pose potential barriers to access (as some of the studies showed).  I would ensure a heightened level of teacher involvement and less so of parental involvement through the activities and requirements I choose to integrate.

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Students need to be given clear expectations of how mobile technology should be used. Teachers need to be explicit about this information to limit distractions, damaged devices or inappropriate use of technology.

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Before implementing any technology or application in the classroom, teachers should be well informed about what it entails.  From the content, how it's used, and how it is accessed, to how all students will perceive the experience.  By thoroughly proofing the tech and making any necessary adjustments, teachers can better ensure that it will provide a positive and enriching experience for all students.

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Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children's literacy achievement: a systematic review spanning 2007-2019.  Education Technology Research and Development, 68, 1739-1768.  https://doi.org/10.1007/s11423-020-09786-1