The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading?

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dc.contributor.authorDiaz, Brayan
dc.contributor.authorNussbaum, Miguel
dc.contributor.authorGreiff, Samuel
dc.contributor.authorSantana, Macarena
dc.date.accessioned2025-01-20T17:08:13Z
dc.date.available2025-01-20T17:08:13Z
dc.date.issued2024
dc.description.abstractThe announcement of a progressive decrease in digitalization and the reintroduction of paper-based reading and traditional pedagogical methods in Swedish schools has initiated a worldwide debate on the uses of technology for reading in schools. This debate led us to examine the role and effects of technology on reading skills. We initiated the present research by analyzing the integration of technology practices mediated by technology in the context of reading and then expanded into a broader discussion encompassing the pedagogical implications. By reviewing the current literature, three venues of technology usage were identified: assessment, teaching reading using technology, and general uses of technology. Through the assessment lens, there is limited support for reverting to paper-based reading assessments. Four meta-analyses indicated that reading comprehension scores tend to be slightly higher in paper-based formats than on digital devices when the same text is used, but for all students, the same difference is observed. The effectiveness of using technology to teach reading comprehension is relative to the pedagogical approach employed and the specific design of the technology. The evidence indicates that well-designed digital books outperform paper-based reading. Additionally, student-centered practices using technology are associated with higher reading performance rather than reinforcing reading practices. Policy initiatives should proactively support schools and teachers in establishing student-centered technology integration practices. Finally, the extensive data available from the PISA test were widely employed to explore the impact of ICT usage on students' overall performance, yielding contradictory results explained by differences in culture, context, and teacher training.
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.compedu.2024.105014
dc.identifier.eissn1873-782X
dc.identifier.issn0360-1315
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2024.105014
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/90929
dc.identifier.wosidWOS:001178937300001
dc.language.isoen
dc.revistaComputers & education
dc.rightsacceso restringido
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleThe role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading?
dc.typeartículo
dc.volumen213
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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