ORIGINAL PAPER Learning from Versus Learning with Technology: Supporting Constructionist Reading Comprehension Learning with iPad Applications Andria L. Moon 1 & Gregory M. Francom 2 & Cheryl M. Wold 1 # Association for Educational Communications & Technology 2020 Abstract Approaches to using devices in the classroom can be classified as learning with technology or learning from technology (Howland et al., 2011). Though the benefits of constructionist, learning with technology learning experiences has been discussed (e.g., Baytak & Land, 2011; Levinsen, 2008), few studies have compared learning with technology to learning from technology in the classroom. This study is a comparison of a constructionist, learning with technology approach to an instructionist, learning from technology approach to using iPad applications in support of reading comprehension. Findings show a significant difference favoring the learning with technology class on in-depth reading test scores and motivation. This study suggests that a learning with technology approach to using iPads for reading comprehension has motivational and learning benefits. Keywords Constructionist . Instructionist . Learningfromtechnology . Learningwithtechnology . iPad . Readingcomprehension Mobile devices in the classroom, such as iPads, have the po- tential to provide enhanced access to resources and impact student learning in a positive way (Geer et al., 2017). Though devices have a potential for supporting quality learn- ing experiences, the ways in which they are used can vary greatly. The various approaches to using devices in the class- room can be classified as learning from technology, and learn- ing with technology (Howland et al., 2011). In learning from technology, students read, listen to, or watch instructional ma- terials. However, in learning with technology, students create projects to show what they have learned. The learning with technology approach is consistent with constructionist learn- ing which has been advocated by Papert (1980) and others through the years (e.g., Harel & Papert, 1991; Keune & Peppler, 2019; Mikropoulos & Bellou, 2013). Previous studies have demonstrated the value of of con- structionist, learning with technology approaches, but few have explicitly compared constructionist, learning with tech- nology to instructionist, learning from technology methods (see Baytak & Land, 2011 ; Kafai & Resnick, 1996 ; Levinsen, 2008; Wagh et al., 2017). This study compares these different approaches in a quasi-experimental nonequiv- alent control group research design with time-series elements (Mills & Gay, 2016). The setting for the study is a fifth-grade elementary school classroom in which students completed reading comprehension activities using iPads. Literature Review The scope of this literature review includes the potential ben- efits of iPads for learning in general, and then covers the benefits of iPads for improving reading. Constructionist learn- ing is also discussed, along with studies that show the benefits of constructionist, learning with technology activities. iPads in Education Many schools in the United States have invested in mobile devices such as iPads in an effort to realize one-to-one learn- ing for students and teachers (Milman et al., 2014). With the emergence of these devices in schools and the requisite array of learning apps, teachers can plan and provide engaging nteractive learning experiences on iPads in the classroom. * Gregory M. Francom greg.francom@gmail.com 1 Northern State University, Aberdeen, SD, USA 2 Mississippi State University, Starkville, MS, USA TechTrends https://doi.org/10.1007/s11528-020-00532-1