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predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).

digital texts can require different skills, strategies and dispositions, collectively referred to as new literacies

Yet, many literacy teachers still struggle to efficiently and effectively integrate and teach both traditional literacy skills and new literacy skills within a confined curriculum and with limited time (Hutchison & Reinking, 2011).

For example, the iPad has numerous downloadable books that allow students to read text with audio support, word-by-word tracking, and picture animation, with options for the reader to further interact by recording and replaying their own voice with the text. Other features of these books also include the ability to acquire the definition and pronunciation of any word on the screen by simply touching it and to add notes or highlighting to any section of text by tapping the screen.

making the reading experience more individualized, interactive, and engaging

it is imperative to examine how the tool can help teachers meet curricular goals to engage in what has been termed curricular integration as opposed to technological integration (Hutchison & Reinking, 2011).

one learning goal for her classroom was to focus on the reading comprehension strategy of visualization

selected a story from her basal reading series and then chose the pedagogical approach that would best teach the skill.

the researchers located an iPad app called Doodle Buddy that students could use to draw their illustrations