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It reports on introducing iPads into an adult basic education literacy classroom in Ireland, using tablets for reading, writing, digital communication, and participation in online social networks, while addressing barriers created by the digital divide and limited digital literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-tablet-to-tablet-from-mesopotamia-to-galway/588398/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-tablet-to-tablet-from-mesopotamia-to-galway/588398.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did the project introduce iPads into adult basic education?","Question",{"text":112,"@type":113},"The project aimed to keep adult students connected through new communication methods and to respond to barriers caused by limited access to digital literacy and information.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the iPad contribution to group literacy classes evaluated?",{"text":117,"@type":113},"Students provided feedback through questionnaires and group discussions, while tutors and coordinators were interviewed, classes were observed, blogs were analyzed, and attendance was monitored closely.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the participants’ main reasons for joining and their reactions to iPads?",{"text":121,"@type":113},"Participants attended to improve literacy and IT skills, with some seeking access to work or further education and others wanting to supervise children’s online activities. Several initially felt reluctant or saw little connection between iPads and reading/writing, but later reported new opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588398,1792166371,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","From Tablet to Tablet, from Mesopotamia to Galway  \nkieran harrington, galway & roscommon education  \nand training board  \nAbstract  \niPhones and iPads are bringing significant changes to thewayin which people communicate with their families, friends, colleagues and with the outside world, and how they access information, carry out work tasks and interpret and incorporate the non-alphabetic symbols and signs that represent daily realities. Additionally, many primary and secondary schools in Ireland have now replaced traditional textbooks with iPads loaded with the same textbook material, thus putting parents at a disadvantage if they are not familiar with the technology. This paper reportson the introduction of the iPad into an adult basic education classroom in which students were provided with a tablet which they used as a literacy tool for reading and writing, as well as a method of communicating digitally, of participating in digital social networks, and of keeping up with new social models through the use of various applications.  \nThe Traditional Conference and Open Space Technology  \nAt Galway Adult Basic Education Service (GABES), our primary rationale for incorporating iPads into the education setting was to respond to the duty of keeping adult students in touch with these new methods of communication. Limited access to learning opportunities leads to limited opportunities in life in general (Leu et al., 2004), and limited access to information, now predominantly accessible through digital literacy, defined by Glister (1997: 6) as ‘the ability to understand and use information in multiple formats from a wide variety of sources when it is presented via computers.’ This limited access not only disadvantages people as far as seizing life’s opportunities is concerned (Leu et al. 2004), but also impacts on matters of life and death (if we consider the area of health literacy, for example) .  \nFocusing on the area of work and work skills in an era of ubiquitous digital communication, it is especially worrying that those without digital literacy maybe left on the wrong side of the digital divide and are likely,‘to have their opportunities for getting work curtailed,’ and their progress in their present workhindered (Bynner et al 2008). In a report published by the National Adult Literacy Agency in 2013 on distance learning, it was found (ibid: 6) that many of the students surveyed, who were either unemployed as a result of the recession or looking for work, ‘felt vulnerable … because of anxieties about their literacy, numeracy and ICT skills.’ The report recommends (ibid: 64) that ‘distance learning staff respond rapidly and innovatively to changing demands of policy and new literacies.’ The recent OECD adult skills survey (Programme for the International Assessment of Adult Competencies (PIAAC) on literacy, numeracy and problem solving in technology-rich environments also refers (2013: 46) to ‘limited knowledge and experience using the given tools of technology’ as a further complication of the process of problem solving.  \niPad project review  \nFeedback on the contribution of the iPad to group literacy classes was sought from the students by means of a questionnaire and a group discussion. The tutor and the course coordinator were interviewed, classes observed, the blogs posted by the students were analysed and attendance registers were monitored closely.  \nParticipants  \nAll six group participants were long-term unemployed. They attended two weekly sessions of three hours as part of a programme known as Intensive Tuition in Adult Basic Education (ITABE), which was introduced in 2005 by the then Department of Education and Science, with the aim of providing a longer and more intensive literacy programme to adults who are educationally disadvantaged. The participants, in groups of six to eight students, attend six hours of tuition per week over a 14-week period. ITABE isthe only Irish literacy programme in which the student","cbCaigOef3Rt9j8l","https://ap.wps.com/l/cbCaigOef3Rt9j8l","pdf",199623,"English","# Abstract\n# The Traditional Conference and Open Space Technology\n# iPad Project Review\n## Participants\n## Participant Feedback","[{\"question\":\"Why did the project introduce iPads into adult basic education?\",\"answer\":\"The project aimed to keep adult students connected through new communication methods and to respond to barriers caused by limited access to digital literacy and information.\"},{\"question\":\"How was the iPad contribution to group literacy classes evaluated?\",\"answer\":\"Students provided feedback through questionnaires and group discussions, while tutors and coordinators were interviewed, classes were observed, blogs were analyzed, and attendance was monitored closely.\"},{\"question\":\"What were the participants’ main reasons for joining and their reactions to iPads?\",\"answer\":\"Participants attended to improve literacy and IT skills, with some seeking access to work or further education and others wanting to supervise children’s online activities. Several initially felt reluctant or saw little connection between iPads and reading/writing, but later reported new opportunities.\"}]","From Tablet to Tablet, from Mesopotamia to Galway | PDF",1792065162,23]