One kindergarten class I worked in regularly uses iPads for "learning game" apps. They're normally restricted to certain apps for a limited amount of time, but I allowed the kids to explore. One boy went on the maps app and was trying to find his house from the current location. I showed him how to turn on the satellite image feature and tilt the view to make it 3D, and within a few minutes, he had taught four or five other kids how to do the same, and they were exploring the earth. Another group of kids, led by a couple of outgoing girls, was busy making movies, including chase scenes and singing.
"Digital skills are invisible, and so should technologies be in schools. Invisible learning is a recognition that most of the learning we do is “invisible” – that is, it is through informal, non-formal, and serendipitous experiences rather than through formal instruction (Cobo & Moravec, 2011). It takes into account the impact of technological advances to enable the invisible spaces to emerge – but, like the spaces, the use of technologies is likewise invisible and fluid. If the challenge for our schools and governments is to create students that stand out in creativity and innovation, and not students that mindlessly memorize and repeat old ideas, any use of technologies for learning must enable these creative and innovative directions. Schools should not use computers to “do work” around preassigned parameters with prescribed outcomes; they should be used to help design and create products and learning outcomes that extend beyond the imagination of the curriculum. "