Exploring and evaluate how do ten female preschool teachers use iPad with their students to develop the skill of phonemic awareness: A case study in a public pre-school in Taif city, Saudi Arabia.

Abstract

The findings indicated that there is limited availability of iPads to use in public preschools settings. Furthermore, teachers expressed concerns surrounding the negative effect of iPad on children’s development, as well as a dearth of language development when students engage with iPads. Despite teachers’ concerns, the majority of phonemic awareness applications mentioned by them have supported self-learning skills. Additionally, teachers identified that the majority of applications for developing literacy skills, including phonemic awareness skills, were aware of the needs of children for play. Therefore, these applications were designed to simultaneously provide learning and play.