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Every day, we are surrounded by stories in print, on social media, in blogs, on the radio, and in stories from our friends and family. The ways people make meaning and communicate are increasingly multimodal and digital; yet, the preschool classroom, for all its multimodal learning, is sometimes devoid of technology. In this action research project, the authors integrated an iPad into a play-based preschool classroom to support emergent literacy and playful storytelling. The students used multimodal and multi-actor storytelling to collaborate, navigate their places in the classroom, and connect their school experiences to their home lives.

Abstract: Every day, we are surrounded by stories in print, on social media, in blogs, on the radio, and in stories from our friends and family. The ways people make meaning and communicate are increasingly multimodal and digital; yet, the preschool classroom, for all its multimodal learning, is sometimes devoid of technology. In this action research project, the authors integrated an iPad into a play‐based preschool classroom to support emergent literacy and playful storytelling. The students used multimodal and multi‐actor storytelling to collaborate, navigate their places in the classroom, and connect their school experiences to their home lives. [ABSTRACT FROM AUTHOR]