iPads support writing and readingPrimary school children learn basic literacy skills in school and need visual materials to support their learning. In this case, iPad applications provide teachers with meaningful teaching strategies to teach them to read, write and speak correctly in primary school. Bonnstette and VanOverbeke (2012) believe that “the elementary classroom provides the foundation for content areas and future student success. From writing creative stories to mastering math facts, apps provide an engaging and interactive learning platform. (p. 3429). Additionally, iPad apps help students work cooperatively and independently. Gasparini (2011) mentioned that "iPads also worked very well for independent tasks that students could practice (using a variety of applications for creativity, 3D visualization, research or simply working with the curriculum) » (p. 49) With technology, students will acquire knowledge and skills more quickly and easily, because technological tools provide students with many diverse and engaging ways to learn. McClanahan et al. (2012) stated that “technologies have come to redefine literacy in school, work, and home” (p. 20) and make learning easier for students. Large numbers of people in this generation spend less time watching television and reading paper books and more of their time spent playing games, texting, using the computer, and accessing to the Internet. These devices were essential for engaging students in their learning (Geist, 2011). iPads have many apps that help students improve their reading and writing skills. The educational community should consider using iPad applications as an important factor in improving student learning (Geist, 2011). Using iPads for classroom learning enhances individual and cooperative learning; its capacity allows a variety of functions and multimedia access. Apple has created many educational applications for students, including access to games, images, personal website or applications that have proven to be effective for learning, in a more creative way; its architecture allows programs to adapt to other Apple products, thus improving sharing and cooperation (Omiterue, 2012). Additionally, the most effective feature of the iPad is the ability to adapt and produce different content through their applications (Gasparini, 2011). McCombs and Liu (2011) believe that “understanding the impact of the iPad in curriculum delivery will help educators develop effective and efficient course materials” (p. 522) and it will also help the school district know what are funding for hardware support and maintenance and are of high quality for students and teachers to use in schools. Students prefer e-books and their associated apps for reading because they can change the story or change the characters as they read. This motivates students to want to read because they can tell a story about themselves; it becomes personal and therefore more interesting. They can construct their own stories at their own pace, then share their new creation with the rest of the class (Geist, 2011). iPad apps help new or struggling readers better understand what they