The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s Grade SchoolNew Article
ARTICLE
Ngozi IYARE, Julia James, Tom Amonde
JITE-Research Volume 17, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute
Abstract
Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups – an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students’ motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.
Citation
IYARE, N., James, J. & Amonde, T. (2018). The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s Grade SchoolNew Article. Journal of Information Technology Education: Research, 17(1), 227-246. Informing Science Institute. Retrieved August 9, 2024 from https://www.learntechlib.org/p/184623/.
Keywords
References
View References & Citations Map- Al-Ruz, J. & Khasawneh, S. (2011). Jordanian preservice teachers’ and technology integration: A human resource development approach. Educational Technology and Society, 14(4), 77-87.
- Blythe, J.M. (2006). Computer-based phonological skills training for primary students with mild to moderate dyslexia-A pilot study. Australian Journal of Educational and Developmental Psychology, 6, 39-49.
- Björkwall, A., & Engblom, C. (2010). Young children’s exploration of semiotic resources during unofficial computer activities in the classroom. Journal of Early Childhood Literacy, 10(3), 271-293.
- Chiraz, K. (2016). Measuring the impact of ICTs on academic performance: Evidence from higher education in Tunisia. Journal of Research on Technology in Education, 48(4), 322-337.
- Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (2nd ed.). New Jersey: Pearson Education.
- De Jong, M.T., & Bus, A.G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39(4), 378-393.
- Fry, S.W., & Gosky, R. (2007). Supporting social studies reading comprehension with an electronic pop-up dictionary. Journal of Research on Technology in Education, 40(2), 127-139.
- Gao, Y. (2013). The effect of summary writing on reading comprehension: the role of mediation in EFL classroom. Reading Improvement, 50(2), 43-47.
- Gay, L.R., & Airasian, P.W. (2003). Educational research-competences for analysis and application. (7th ed.) New Jersey: Merrill Prentice Hall.
- Glenberg, A.M., Goldberg, A.B., & Zhu, X. (2011). Improving early reading comprehension 34 using embodied CAI. Instructional Science: An International Journal of the Learning Sciences, 39(1), 27-39.
- Harper, B. (2018). Technology and teacher-student interactions: A review of empirical research. Journal of Research on Technology in Education, 50(3), 214-225. Https://doi.org/10.1080/15391523.2018.1450690
- Harper, B., & Milman, N.B. (2016). One-to-one technology in K-12 classrooms: A review of the literature from 2004 through 2014. Journal of Research on Technology and Education, 48(2), 1-14.
- Hernández Camelo, G.E., Trujillo Torres, J.M., Cáceres Reche, M. & Soler Costa, R. (2018). Using and integration of ICT in a diverse educational context of Santander (Colombia). Journal of Technology and Science Education, 8(4), 254-267. Https://doi.org/10.3926/jotse.314
- Higgins, E.L., & Raskind, M.H. (2004). Speech recognition-based and automaticity programs to help students with severe reading and spelling problems. Annals of Dyslexia, 54(2), 173-177.
- Hur, J.W., & Oh, J. (2012). Learning, engagement, and technology: Middle school students’ three-year experience in pervasive technology environments in South Korea. Journal of Educational Computing Research, 46(2), 295-312. Https://doi.org/10.2190/EC.46.3.e
- Holland, P.R. (2016). The effect technology has on student comprehension and motivation. School of Education Student Capstones and Dissertations. Paper 4105
- Jonassen, D.H., Campbell, J.P., & Davidson, M.E. (1994). Learning with media: Restructuring learning with media: Restructuring the debate. Educational Technology Research& Development, 39(3), 5-14.
- Lin, C.P., Shao, Y.J., Wong, L.H., Li, Y.J., & Niramitranon, J. (2011). The impact of using synchronous collaborative virtual tangram in children’s geometric. Turkish Online Journal of Educational Technology, 10(2), 250258.
- Lin, M-C., Wang, P-Y. & Lin, I-C. (2012). Pedagogy technology: A two-dimensional model for teachers’ ICT integration. British Journal of Educational Technology, 43, 97-108.
- Lowther, D.L., Inan, F.A., Ross, S.M., & Strahl, J.D. (2012). Do one-to-one initiatives bridge the way to 21st century knowledge and skills? Journal of Educational Computing Research, 46(1), 1-30.
- Luo, T., Lee, G-L., & Molina, C. (2017). Incorporating I Station into early childhood classrooms to improve reading comprehension. Journal of Information Technology Education: Research, 16, 247-266.
- Maninger, R.M., & Holden, M.E. (2009). Put the textbooks away: Preparation and support for a middle school one-to-one laptop initiative. American Secondary Education, 38(1), 5-33.
- Messer, D., & Gilly, N. (2018). An evaluation of the effectiveness of a computer-assisted reading intervention. Journal of Research in Reading, 41(1), 140–158.
- McKnight, K., O’Malley, K., Ruzic, R., Horsley, M., Franey, J. & Bassett K. (2016) Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education 48(3), 194-211. Https://doi.org/10.1080/15391523.2016.1175856
- Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. Journal of Research on Technology in Education, 40(4), 447-472.
- Raskind, M.H., & Stranberry, K. (2009). Assistive technology for kids with learning disabilities: An overview. Reading Rockets. Retrieved from http://www.readingrockets.org/article/assistive-technology-kid
- Rosen, Y., & Manny-Ikan, E. (2011). The social promise of the Time to Know program. Journal of Interactive Online Learning, 10(3), 150-161.
- Savage, R.S., Abrami, P., Hipps, G., & Deault, L. (2009). A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1. Journal of Educational Psychology, 101(3), 590-604.
- Snow, C.E., & Sweet, A.P. (2003). Reading for comprehension. In A.P. Sweet, & C.E. Snow (Eds.), Rethinking reading comprehension. New York: The Guilford Press.
- Stearns, S.C. (2012). Integration of technology into the classroom: Effects on reading comprehension. Research Papers. 248. Http://opensiuc.lib.siu.edu/gs_rp/248
- Storz, M.G., & Hoffman, A.R. (2013). Examining response to a one-to-one computer initiative: Student and teacher voices. Research in Middle Level Education, 36(6), 1-18.
- Suhr, K.A., Hernandez, D.A., Grimes, D., & Warschauer, M. (2010). Laptops and fourth-grade literacy: Assisting the jump over the fourth-grade slump. Journal of Technology,Learning, and Assessment, 9(5), 1-46.
- Tancock, S.M., & Segedy, J. (2004). A comparison of young children’s technology-enhanced and traditional responses to texts: An action research project. Journal of Research in Childhood Education, 19(1), 58.
- Thwaites, R. (2013). National Comprehensive Literacy Program. Retrieved from http://www.japarliament.gov.jm/attachments/article/
- Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60, 40–56. Https://doi.org/10.1007/s11881-009-0032-y
- Trucano, M. (2015, July 28). Tablets in education. [Blog post]. Retrieved from http://blogs.worldbank.org/edutech/tablets-education
- Twyman, T., & Tindal, G. (2006). Using a computer-adapted, conceptually based history text to increase comprehension and problem-solving skills of students with disabilities. Journal of Special Education Technology, 21(2), 5-16. Https://doi.org/10.1177/016264340602100201
- Ulusoy, M., & Dedeoglu, H. (2011). Content area reading and writing: Practices and beliefs. Australian Journal of Teacher Education, 36(4), 1–17.
- Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and Internet resources to support comprehension. Journal of Educational Technology& Society, 16(1), 367-379.
- Zheng, B., Warschauer, M., Lin, C.H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References