How to empower children with ipads in the classroom today?

By Michael Hilkemeijer

From Curiosity to Confidence: iPads in the Classroom

In today’s classrooms, iPads in education are more than just tools for entertainment—they’re shaping how young children explore, communicate, and learn. But for many educators, the question remains: Why use iPads in the classroom? And how can we ensure they serve educational purposes without becoming digital distractions?

 

For teachers navigating this digital shift, understanding the real benefits of iPads in classrooms is essential. Used purposefully, iPads can support early literacy, creativity, differentiated instruction, and personalised learning. Still, many educators hesitate, unsure how to begin, which apps to use, and how to keep activities meaningful.

 

 

The Pros and Cons of Using iPads in Education

Let’s begin by considering the pros and cons, to frame both the promise and the challenges of digital integration.

 

Benefits of iPads in the Classroom

• Promote active, hands-on learning through interactive apps

• Offer multimodal access for children with diverse learning styles

• Enable self-paced exploration and personalised learning paths

• Support inclusive education with accessibility features

• Encourage creativity through drawing, photography, and storytelling tools

 

Common Challenges

• Need for teacher professional development

• Managing screen time and attention spans

• Ensuring equitable access to devices

• Choosing apps that align with learning outcomes

• Integrating iPads meaningfully—not just as a substitute for traditional tools

 

While the benefits of iPads for students are increasingly clear, the success of iPads in classrooms often depends on one factor: the confidence and capability of the teacher.

 

 

Supporting Educators: How the Membership Addresses Both Pros and Cons

At the heart of meaningful iPad integration is teacher growth. The ICT in Education Teacher Academy membership provides not only the resources, but the learning path teachers need to turn potential challenges into opportunities. Here’s how it bridges the gap:

 

 

Challenge	How the Membership Helps
Unsure how to start using iPads	Downloadable lesson plans structured around EYLF and curriculum-aligned goals
Lack of confidence in digital teaching	Reflective tools and guided templates in the workbook to plan and evaluate practice
Difficulty choosing the right apps	Member insights and reviews shared in the community and Wisdom Tool
Isolated professional development	Peer-to-peer learning and collaboration inside a vibrant educator community
Adapting lessons for diverse learners	Differentiation strategies shared by members and built into activity templates

 

This transformation doesn’t happen overnight—but it does happen with a clear path. That path begins with a single lesson.

 

 

Using iPads in Early Childhood Education: Chloe’s Story

Before we explore Chloe’s transformation, here are some of the iPad-based lesson plans available to members inside the ICT in Education Teacher Academy:

 

ECE Lesson Plans That Require iPads or Tablet Computers

• Puppet Pals Storytelling – Children build their own stories using animated puppets and recorded narration, enhancing sequencing, expressive language, and narrative understanding.
• Pattern Shapes with iPad App – Learners explore geometric forms, symmetry, and spatial awareness by creating and manipulating digital shapes on screen.
• Digital Nature Art – Children photograph natural items outdoors and use drawing apps to trace or digitally paint over them, combining environmental awareness with artistic expression.
• Augmented Reality Animal Habitats – Using AR apps, children bring their drawn animals to life within digital environments and explain their choices, linking science and digital storytelling.
• Speech Bubbles & Comic Creation – Children capture images of dramatic play scenes, then overlay speech or thought bubbles using apps to build literacy and visual storytelling.
• iPad Photo Safari – Children use iPads to take photos based on guided prompts like colour, texture, or shape hunts, building observation and classification skills through discussion.

 

Let’s take a closer look at one activity to see how teachers can implement it meaningfully.

 

Spotlight Activity: Puppet Pals Storytelling (Why This Stands Out)

This lesson is more than a creative idea—it’s a professionally guided pathway that links digital storytelling to child development, language learning, and educator growth.

 

What Children Do: Using the Puppet Pals HD app, children select characters, create settings, and record their voices to produce animated stories. This strengthens expressive language, sequencing, confidence, and digital creativity.

 

Why It Matters: This activity supports oral language development, narrative structure, and collaboration—all foundational for early literacy. It also teaches intentional iPad use.

 

How It’s Different:

• Aligned with EYLF learning outcomes (e.g. 5.1, 5.2, 5.3, 4.4)

• Embedded reflection with Observation Guide and prompts

• Differentiation strategies support all levels of learners

• Adaptable to multilingual, inclusive, and group learning contexts

• Supported by real-time insights from the Wisdom Tool and educator community

 

This activity sets members up for success by guiding them from planning to reflection. With shared examples and community tips, it becomes a springboard into confident digital teaching—not just a one-off app use.

 

Activity Description: Children use the Puppet Pals HD app on an iPad to create and narrate their own digital puppet shows. This process builds sequencing, vocabulary, and story comprehension.

 

Chloe, an early childhood teacher and now a confident member of the Academy, began her journey just like many others—with curiosity, hesitation, and a desire to make a difference. She wanted to use iPads in the preschool classroom to increase oral language development, but didn’t know where to begin.

 

She downloaded the Puppet Pals lesson plan from the membership and used the membership workbook to set learning intentions, connect to EYLF outcomes, and plan her activity using the lesson planning templates.

 

Her class was immediately engaged. Children created their own characters, narrated stories, and developed sequencing and verbal expression—all while playing. She tracked learning progress using the Observation Guide.

 

 

From Lesson Plan to Leadership: The Member Transformation Path

Chloe’s journey with iPads in early childhood classrooms was supported by structured guidance and real-time feedback. Here’s what her transformation looked like:

 

STAGE	WHAT CHLOE DID	WHAT THIS ACHIEVED
Getting started	Downloaded the Puppet Pals lesson plan and used the workbook to plan her first activity	Built initial confidence and clarity with EYLF-aligned guidance
Early implementation	Introduced the app through modelled storytelling and guided practice	Students engaged in expressive language and sequencing
Observation and reflection	Used the Observation Guide to assess language development and interaction	Identified successes and areas for adaptation
Seeking support	Asked for help in the member community about supporting a non-verbal child	Received targeted ideas and visual extensions to improve inclusivity
Modifying and extending	Introduced roles (e.g. sound designer) and new storytelling options	Deepened collaboration and increased differentiation
Becoming a leader	Shared her adapted plan with peers and contributed ideas to the community	Gained recognition and helped others build their confidence

 

 

 

How the Membership Community Enhances iPad Integration

Chloe’s success was magnified by the support of the membership community, where educators shared real classroom stories, lesson modifications, and reflective tips. According to Edutopia’s “Why Teachers Learn Better Together,” peer collaboration is essential for effective professional growth. Research shows that educators are more likely to try new instructional strategies, sustain implementation, and improve student outcomes when they engage in communities of practice with other educators (Wohlstetter et al., 2014; Edutopia, 2022).

 

This collaborative spirit was key to Chloe’s growth:

• She connected with educators who had already adapted the same iPad lesson plan.

• She discovered fresh strategies and app suggestions based on real classroom success.

• She gained confidence by contributing her adaptations and receiving supportive feedback.

 

The power of peer-to-peer learning is more than professional—it’s personal. Members are encouraged to ask questions, share reflections, and collaborate in solving classroom challenges together. As the Edutopia article highlights, educators thrive when they feel “safe to take risks and innovate” (Edutopia, 2022).

 

This community experience directly mirrors the stages of the membership's success path. From the moment members download their first lesson plan, they are immersed in a process that encourages:

• Practical application of new ideas with supportive templates and planning tools.

• Feedback loops that enhance and adapt their practice through peer insights.

• Shared ownership of teaching innovations that elevate everyone’s growth.

• Leadership opportunities where confident members help guide newer ones.

 

Chloe’s journey wasn’t just about one lesson. It was about growing professionally within a connected community that encouraged her at every step to reflect, improve, and lead.

Source: Edutopia. (2022). Why Teachers Learn Better Together.*

 

 

How the Wisdom Tool Supports Professional Growth with iPads

Just as important was Chloe’s use of the Wisdom Tool—her go-to space for timely, specific answers. Instead of scrolling the internet, Chloe typed in real questions and received clear, actionable responses grounded in member experience. For example, when she asked "How can I use an iPad effectively in preschool learning activities?" she received strategies like:

• Align iPad use with learning goals (e.g., spatial awareness using Pattern Shapes)

• Combine screen use with tactile learning for deeper engagement

• Practice co-use and adult mediation to boost language development

 

This snapshot of the Wisdom Tool demonstrates what makes it powerful: members get instantly applicable insights that are context-specific, practical, and connected to best practices in early childhood education.

 

These weren’t generic tips from a search engine. They were answers aligned with EYLF goals, drawn from real experiences, and backed by what educators are already successfully doing in their classrooms. With every new question, Chloe gained:

• Clarity on digital pedagogy

• Concrete examples tailored to early learning contexts

• Confidence to apply technology with purpose and intention

 

 

 

 

Building Early Literacy with iPads in the Preschool Classroom

One of the most powerful uses of iPads in early childhood settings is their role in supporting language and literacy development. iPads as a literacy teaching tool in early childhood offer unique multimodal learning opportunities that go beyond traditional reading and writing activities. Children can engage in storytelling, phonics, word-building, and expressive language through interactive apps and media creation tools.

 

According to research (Hutchison et al., 2020), iPads can foster emergent literacy skills when they are embedded in intentional, play-based, and developmentally appropriate learning contexts. A report by Wriggle (2022) highlights that iPads allow young learners to create, explore, and share their literacy journeys in ways that match their interests and developmental stages.

 

Here’s how iPads can support literacy in early childhood:

Literacy Focus	How iPads Support Learning	Membership Example
Oral language development	Apps like Puppet Pals and Explain Everything encourage verbal expression, sequencing, and storytelling	Puppet Pals Storytelling lesson plan with EYLF Outcome 5.2 alignment
Phonemic awareness	Interactive phonics apps with sound-matching and word-building features	Literacy app integrations discussed in the community forum
Comprehension and narrative	Children create digital storybooks or retell known stories using pictures, voice, and animation	Comic strip & speech bubble creation activity
Multimodal expression	Combine drawing, audio, video, and text to construct meaning	Nature Art Digital Storybooks activity using iPads and drawing apps
Collaboration and co-construction	Small groups can co-author a digital story, building social and literacy skills	Shared storytelling templates provided in the membership

 

The ICT in Education Teacher Academy enables educators to harness these tools effectively. With access to structured lesson plans, a professional learning workbook, and peer support, members can:

• Design literacy-rich iPad experiences that meet EYLF outcomes

• Use community insights to adapt lessons for their context

• Reflect on literacy growth using planning and observation templates

 

This foundation not only enhances learning—it builds teaching confidence. As Chloe discovered, the key to integrating iPads as a literacy teaching tool wasn’t just access—it was having the guidance, examples, and support to use them with purpose.

 

 

 

 

Building Confidence with iPads in Primary Classrooms

iPads in primary schools offer exciting possibilities for enhancing creativity, digital literacy, and personalised learning—but only when used with intention. A 2017 ABC News report highlighted that while the presence of devices like tablets and laptops in primary classrooms is growing, their impact depends on how they’re implemented by the teacher (ABC News, 2017).

 

This insight reinforces the importance of building teacher capability—not just giving them access to technology. That’s where the ICT in Education Teacher Academy offers real transformation. Through structured support, peer collaboration, and evidence-based planning tools, teachers gain the skills to implement iPads with purpose.

 

The "iPad iCan" trial by the Australian Council for Computers in Education further confirmed that student motivation, engagement, and creativity flourished when iPads were embedded in meaningful learning contexts. Teacher confidence and curriculum alignment were identified as key drivers of success (ACCE, 2013).

 

Here’s how primary educators benefit from the membership:

• Access curriculum-aligned lesson plans for content creation, storytelling, and multimedia learning

• Build ICT capability in students through structured tasks using apps like Book Creator and iMovie

• Gain insight from the Wisdom Tool and member forum to troubleshoot and adapt activities

• Apply digital pedagogies supported by the professional learning workbook

 

By addressing both the “what” and the “how” of iPad integration, the membership helps educators build not just lessons—but professional confidence. Members can apply, reflect, adapt, and share their practices—ensuring that their iPad use has depth, intentionality, and measurable impact.

 

With the right support, iPads in classrooms don’t just supplement learning—they transform it.

 

The membership isn’t just for early years. Teachers using iPads in classrooms across primary settings gain access to:

• Curriculum-aligned resources that focus on ICT capability development

• Lesson plans that cover content creation, digital storytelling, animation, and more

• Strategies to support digital literacy and ethical technology use

 

iPads in primary schools can support collaborative learning, student-led inquiry, and deeper engagement with content—when teachers feel equipped to lead.

 

 

 

 

 

 

Why use iPads in the Classroom?

The benefits of iPads in the classroom alone include:

• Mobility – like other mobile technologies in education, using iPads in education provides children to learn where they want to learn and it gives them the opportunity to take outside of the classroom door to learn in different settings;
• Personalisation – in a 1:1 setting, children can set the settings of the iPad to the way that fits their way of learning best;
• Mandatory interaction – there is a great deal of importance placed upon interaction in teaching and learning. iPads encourage human thinking by getting children to swipe, watch videos and pitch-n-zoom etc.
• Inclusion – when using iPads in education, it too adds to allowing all children to learn by putting them all on the one playing field with technology.

 

The benefits of using iPads in preschool include:

• Providing a positive experience to ensure engagement;
• Encouraging lifelong love of reading;
• Promoting literacy learning;
• Develops ICT capability and technological literacy.

 

The many benefits that apply to ICT in education also apply to the use of iPads in early childhood education. However, the iPad learning curve also applies to you as the teacher. If your capabilities with an iPad is not great then you can learn with the children. The benefit of this for you is that you will feel more comfortable knowing that it is impossible to know everything and that you too are becoming a lifelong learner.

 

Using iPads as an ‘Add-on’ or Choosing to integrate iPads transparently in Learning Activities

Planning is a significant aspect of a teacher’s role and when it comes to thinking about using iPads in early childhood education, for example, it does get more complex. Today, there is a lot of emphasis on ensuring that teachers don’t think of technology use just as an add-on in the curriculum. There is a clear distinction between the role of technology as an add-on and when you actually integrate technology.

 

For myself, this difference is made clear in the very definition of what technology integration is. In my studies, I have learned that ‘technology integration’ relies heavily on the transparency of the technology in preschool activities and is distinguished as a result of young children using it to achieve a learning outcome.

 

On the other hand, if your goal is to simply improve literacy, numeracy, or any other key learning and development aspect of childhood then you may choose just to ‘add-on’ technology. This is not technology integration as there is no transparency involved and young children are generally instructed by the software or apps and there is very few capabilities in ICT developed.

 

Add-on applications for iPads in early childhood education can be a fantastic way to increase the learning and development of young children. Apps such as this are the equivalent of Integrated Learning Systems or Subject-specific software on desktop computers, but the use of these is not considered to be effective technology integration. However, this may just be what you decide to use technology in early childhood education for.

 

So if you want to integrate technology in preschool activities, you need to plan your technology-based activities by applying the following core principles:

1. ICT capability is best developed in the context of purposeful subject-related activities;
2. The level of ICT challenge can be adjusted in most activities to suit the needs of the learner without affecting the subject outcomes and;
3. Although there is a hierarchical structure to ICT capability, any projects/activity can be organised to provide opportunities for basic skills and knowledge to be acquired on a ‘need to know’ basis.

(Bennett, Hamill, & Pickford, 2007, p. 49)

 

Beyond Apps – Developing ICT Capability

Apps are typically the first line of activity when using iPads in early childhood education, however, you can help children develop ICT capability. I briefly mentioned this in the above section. ICT capability is in fact technology integration but it involves more than just ICT techniques.

 

Here are a few examples of what you can do with iPads in the early learning environment:

• Taking digital photos outdoors – you can create an activity that gets children to take digital photos outside and then model how you can transfer the digital images into a drawing or painting program where captions can be added, image editing skills can be learned,  and then be added into stories by children;
• Support children’s use of the digital camera on iPads – you should encourage them to use the digital cameras when they play. You can then use the photos to reflect on what they have taken and to share the choices they have made.

 

Choosing DAP Activities with iPads

When deciding to use iPads in early childhood education it is important that you adhere firstly to the DATEC guiding principles. There are also a number ways in which you can select DAP activities for multi-touch devices such as iPads and each helps children accomplish important learning objectives.

 

Nemeth and Simon (2012) outline these in the following areas:

• Logic and reasoning – it is important that you look for activities that promote decision-making and problem-solving skills. Activities that ask children anticipate what might happen are great for this.
• Thinking and learning – two qualities that can be supported by more sophisticated apps available are curiosity and perseverance. The iPad as a mobile device can provide access to websites that are interesting. There is even an iPad app that allows virtual cupcakes by selecting an array of batter and flavour.
• Math – you should ignore simple counting and sorting activities and instead look for activities with different levels of difficulty and games that relate to how math is used in real life.
• Science – there are many apps like software that support science learning. The iPad can be brought to the playground where children can take pictures of plants growing in the yard and then look them up on the Internet to find out what they are.
• Creative arts- in addition to the many drawing and painting apps there are also ones that enable you to work with a child to design and create objects, machines, and clothes. Don’t forget there are also musical apps too.
• Language and literacy – allow children to play with words or write and record their own stories.
• Social studies – iPads can be brought on neighbourhood walks to take pictures of buildings and people in your environment and work with the children to turn them into games and puzzles for your classroom.

 

 

Choosing Apps for iPads

Apps are the equivalent to software and this where most opportunities for the development of ICT capability can happen. Educational apps, therefore, need to be able to develop ICT capability by challenging children intellectually and those that are content-free and give children full control and a high level of decision making are the most ideal.

 

Other considerations include:

• What features and facilities does the app provide which be used to extend children’s learning?
• How easy are these features to use?
• Will the children need to be instructed in the use of the apps?
• What is the educational purpose underlying the children’s use of the apps?

 

 

Final Thoughts: From Curiosity to Confidence

If you’ve ever asked, “How do I start using tablets in the classroom?” or “What are effective ways to use iPads in the classroom?”—you’re not alone. The key is structure, support, and community.

 

The ICT in Education Teacher Academy helps teachers learn how to use iPads in the classroom with purpose—through professional-grade lesson plans, real-time support, and tools that guide both planning and reflection.

 

When used well, iPads aren’t just digital devices—they’re doorways into new learning experiences. And with the right support, any teacher can go from curiosity to confidence.

Become a member today for just $20 per month or save $40 when you pay annually $200 per year.