Although existing literature has established that technologies are utilized in play and can be supportive of learning, utilization of technologies in play-based classrooms is not commonplace. This study is an holistic examination of a successful 2-year process of integrating an iPad into a play-based preschool setting. Each year the use of the iPad increased, demonstrating its applicability in a play-based environment. This study adds to the existing research base by examining the confluence of actors in a play-based setting. As the iPad became a part of the classroom, new practices began to emerge as the children, teachers, and families began using it for their own purposes.

尽管现有文献已经确定了在游戏中使用技术并可以支持学习，但是在基于游戏的教室中使用技术并不普遍。这项研究是对将iPad集成到基于游戏的学龄前环境的成功两年过程的整体检查。每年iPad的使用都在增加，这证明了iPad在基于游戏的环境中的适用性。通过研究基于戏剧的演员的融合，本研究增加了现有的研究基础。随着iPad成为教室的一部分，随着孩子，老师和家庭开始将iPad用于自己的目的，新的做法开始出现。