Jones acknowledges that the participants were 20 students, with 10 male and 10 female, who started their formal schooling with a range of literacy skills. When introduced to the iPad, students had prior knowledge of the device, touch screen and how to navigate, suggesting that “technology as already and important part of their daily lives” (Jones, 2012). 

To collect data, Jones (2012) used teacher observations and iPad recordings of the students as they enacted a retelling of a story. Jones also reflects on the students being ranked and graded in accordance to Best Start assessment tasks. Through the use of video clips in the study research report, Jones (2012) was able to make comparisons between the videos from the beginning of the project to those videos that were recorded at the end of the project.

As the students were being tested according to the comprehension section of the Best Start Assessment, Jones (2012) recorded that 75% of students in the class had moved up a cluster by mid-year in terms of retelling a story without prompting. Although by the end of the year, there were still 15% of students in the original cluster, Jones (2012) compares it to the previous cohort who had 26% in the first cluster at the same time of the year.