It may be argued that technology dominates modern society and now plays an integral part in everyday life (Aduwa-Ogiegbaen and Iyamu, 2005; Cennamo, Ertmer, and Ross, 2013; Stafford, 2010). Technological advancements and increasing access to technology within the home is enabling children to develop a growing array of digital skills, knowledge, and understanding from an early age (Medcalfe, 2013; Cennamo, Ertmer, and Ross, 2013). Children must now become computer literate in order to access the wealth of available information and also to adequately prepare them to fully interact with the modern world (Tucker, 2014; Simpson, 2013). Technology provides many opportunities for flexible, adaptable learning and is an approach which has been widely
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The ‘Lighthouse Mystery’ ebook provides an exemplar of a story created with Book Creator and as such provides a point of reference, Easton (2011) supports the use of exemplars, stating that they assist children to produce quality writing. Caldwell and Bird (2015) and Ferdig and Pytash (2014) extoll the virtues of Book Creator, suggesting the alternative writing format is a motivating factor for children. Hicks and Turner (2013) assert the importance of providing opportunities to present information in a range of ways, using the Book Creator App will provide just such an opportunity whilst simultaneously allowing children to apply their skills. Moseley (2000) and Deaney, Ruthven, and Hennessy (2003) stipulate the necessity for ICT to be used meaningfully in order to establish or extend pre-existing skills, otherwise, there is a risk that the use of ICT becomes superfluous to the task. By using the Book Creator App, opportunities are provided to develop children’s digital literacies (Hicks and Turner, 2013; Using ICT to teach literacy, 2011). Book Creator allows children to share their composition with peers and parent’s, therefore, supporting and encouraging home-school collaboration (Hicks and Turner, 2013,
The ‘Lighthouse Mystery’ ebook provides an exemplar of a story created with Book Creator and as such provides a point of reference, Easton (2011) supports the use of exemplars, stating that they assist children to produce quality writing. Caldwell and Bird (2015) and Ferdig and Pytash (2014) extoll the virtues of Book Creator, suggesting the alternative writing format is a motivating factor for children. Hicks and Turner (2013) assert the importance of providing opportunities to present information in a range of ways, using the Book Creator App will provide just such an opportunity whilst simultaneously allowing children to apply their skills. Moseley (2000) and Deaney, Ruthven, and Hennessy (2003) stipulate the necessity for ICT to be used meaningfully in order to establish or extend pre-existing skills, otherwise, there is a risk that the use of ICT becomes superfluous to the task. By using the Book Creator App, opportunities are provided to develop children’s digital literacies (Hicks and Turner, 2013; Using ICT to teach literacy, 2011). Book Creator allows children to share their composition with peers and parent’s, therefore, supporting and encouraging home-school collaboration (Hicks and Turner, 2013,