As a teacher I refused to get IPADS in my classroom for a number of reasons, many noted in other people's comments above. Along with one that I wish I could quote, but I have forgotten the study author. I read a study a few years ago talking about how schools are failing kids and why the latest increase in technology in classrooms, especially elementary classrooms is actually hurting our schools more than it is helping. Basically it was saying that when we use an electronic devise for writing, or doing math, or even reading our brains are less actively involved in the process. When we write, for example, our brain has to be actively involved in the process because it has to not only hold the pen it also has to move it in the correct direction over and over again while another part of the brain is remembering what to write. Granted, this takes a very short amount of time, however, it is still there none the less. However, when we are simply typing keys on a computer that section of the brain that controls the hand/arm muscles is not activated and therefore a large part of the connections that the brain makes about information are no longer being made. This same effect was there when students were reading books on an electronic devise rather than holding a book in their hands.
There is this:
http://www.futurity.org/for-kids-pens-mightier-than-keyboard/ probably referring to this:
http://www.cbc.ca/news/pdf/transcription-mode-study-LDQ.pdf that seems to match what you say, but the methodology seems (as reported) doesn't seem (? skimmed on my phone) to address the issue of handwriting vs. keyboarding instruction in their subject population, which seems like a big hole in methodology.
Most of the pro writers I know don't write long-hand, not even the ones who grew up before typing was commonly taught in school. So I am a bit skeptical about the conclusions...
Even though as somebody works in tech I usually roll my eyes at the hype around tech and education. If you can't reach kids without an iPad you won't get much farther with one.
