Early-grade reading support in rural South Africa: A language-centred technology approach

Castillo, Nathan M.; Wagner, Daniel A.

doi:10.1007/s11159-019-09779-0

Cited by 28 publications

(24 citation statements)

References 19 publications

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“…The positive feedback from the school community, including students and parents, point to the potential for positive effects of videoconferencing. Although more research is needed, when combined with other data (Castillo, 2017;Plass, 2018a, 2018b;MGTWell Consulting Services, 2018;SSI, 2017c;Tom, 2015), the results of this study point to the potential for technology design based on constructivist principles being effective.…”

Section: Videoconferencingmentioning

confidence: 72%

“…Three high-quality studies (Abrami et al, 2016;Castillo & Wagner, 2019;Samat & Aziz, 2020) and one medium-quality study (Ayob, 2017) (see quality research review in Appendix I) explored multimedia software, and found positive effects due to the interactive, engaging design of this form of technology. Abrami et al (2016) investigated the interactive, multimedia literacy software A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRA) in six schools in Kenya.…”

Section: Multimediamentioning

confidence: 99%

“…Tom (2015), based on research on videoconferencing in China, recommended consistent and updated professional development for teachers, and further research into teacher training in technology and pedagogy. Similarly, Castillo (2017), after researching computer interventions in South Africa, argued 'continuous training on the application of the software within the classroom literacy curriculum is important for improving sustainability and buy-in from teachers' (p. 88). Abrami et al (2016) claim that 'teachers play an even greater role in students' technologyenhanced learning than the nature of the technology intervention itself.…”

Section: Integrating Technology With Adult Support Existing Resources...mentioning

confidence: 99%

“…The effectiveness of the technology intervention depends on the teacher's goals, pedagogy, and content knowledge' (p. 950). Similarly, Castillo and Wagner (2019) argue that 'guided and contextualised instructional software can lead to enhanced learning outcomes compared to unguided digital content or traditional teacher support alone ' (p. 389).…”

Section: Integrating Technology With Adult Support Existing Resources...mentioning

confidence: 99%

“…The software was also flexible and allowed teachers to utilise parts of the tool for whole class instruction, to suit the specific literacy objectives they were teaching. Castillo and Wagner (2019) researched the effectiveness of Bridges to the Future Initiative (BFI) multimedia programme in rural South Africa. This reading programme was also designed considering many of the features that were discussed in the earlier synthesis as effective, such as being interactive, culturally appropriate, phonics-based and linked to the existing reading curriculum.…”

Section: Multimediamentioning

confidence: 99%

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Educational technology for reading instruction in developing countries: A systematic literature review

Norman

2023

Review of Education

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Despite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implicationsRationale for this studyThis systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research.Why the new findings matterThe findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital.Implications for research and practiceThis systematic review synthesises current research so that policy makers have guidelines when designing interventions. The review provides a comprehensive map of existing literature and gaps for researchers. Based on the findings from this systematic review, policy makers are encouraged to consider how technology engages students through multimedia and interactive features, is adapted to the local context and language, and is differentiated to students' different ability levels. Policy makers should also consider how technology supports student learning through the scaffolding of specific reading skills with a holistic connection to a broader literacy programme, teacher training and the local curriculum. Since little quality data exists in this area, these recommendations for policy are tentative, and it is recommended future research further explore some of the promising features that were found in numerous successful interventions.

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Section: Videoconferencingmentioning

confidence: 72%

Section: Multimediamentioning

confidence: 99%

Section: Integrating Technology With Adult Support Existing Resources...mentioning

confidence: 99%

Section: Integrating Technology With Adult Support Existing Resources...mentioning

confidence: 99%

Section: Multimediamentioning

confidence: 99%

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Educational technology for reading instruction in developing countries: A systematic literature review

Norman

2023

Review of Education

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Language of instruction in schools in low‐ and middle‐income countries: A systematic review

Nakamura,

Molotsky,

Zarzur

et al. 2023

Campbell Systematic Reviews

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Based on the theory of change, we gather, organize, and synthesize the evidence on the impact of three language of instruction (LOI) choices (teaching in mother tongue [MT] with later transition, teaching in a non‐MT language, or teaching in two or more languages at one time) on literacy and biliteracy outcomes. We focus on quantitative and qualitative studies of LOI interventions in low‐ and middle‐income countries (LMICs) and consider languages that are commonly spoken in the developing world. As such, we include studies that examine transfers from local languages to English, but not those evaluating transfers from local languages to languages that are less spoken in LMICs (e.g., Swedish).

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Teachers and teaching in low-income countries

Wagner

Guillotte

2023

International Encyclopedia of Education(Fourth Edition)

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Early-grade reading support in rural South Africa: A language-centred technology approach

Cited by 28 publications

References 19 publications

Educational technology for reading instruction in developing countries: A systematic literature review

Educational technology for reading instruction in developing countries: A systematic literature review

Language of instruction in schools in low‐ and middle‐income countries: A systematic review

Teachers and teaching in low-income countries

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