The Value of Using Digital Devices for Reading: The Teacher’s Perspective

Abstract

Digital devices have become a central feature of everyday school life, increasingly integrated into classrooms worldwide as part of the shift towards more technology-rich education. In New Zealand, particularly in Auckland, the adoption of digital devices in schools accelerated following the COVID-19 pandemic, as schools transitioned to remote learning and then returned to in-person instruction with an expanded reliance on digital technologies (Wenmoth, 2021). This growing trend highlights the need to examine how digital devices impact teaching practices, student engagement, and learning outcomes. Research, such as from Grant and Basye (2014), suggest that the use of digital devices provides a range of opportunities, including access to diverse resources, personalised learning, and increased student engagement. However, it also presents challenges, including the need for teachers to adapt their pedagogical approaches and navigate the complexities of digital integration (Zhu, 2023; Steriu & Stănescu, 2023).

Particularly in Year 7 and 8 classrooms, digital devices have been utilised to enrich literacy instruction by offering a broader selection of reading materials and enabling more interactive, multimodal learning experiences (Lotherington & Jenson, 2011). This shift allows for students to engage with texts in new ways, deepening their literacy skills and fostering a more dynamic learning environment. The current literature on digital device integration focuses largely on their implementation and effectiveness in enhancing student outcomes. However, less attention has been given to exploring the perspectives of teachers, who play a critical role in shaping the successful use of technology in classrooms (Levin & Wadmany, 2008).

This study explores New Zealand teachers’ perspectives on the value of digital devices in literacy instruction and the professional development that is needed to integrate digital devices effectively, into their classrooms. Six teachers from three schools participated in semi-structured interviews, sharing their experiences and perceptions of digital devices in their Year 7 and 8 reading programs. The data was analysed using Braun and Clarke’s (2006) thematic analysis to identify key themes in their responses.

The findings reveal a strong belief in the importance of a balanced approach, where digital devices are used to enhance rather than replace traditional teaching methods. Teachers also emphasised the need for ongoing professional development to ensure they remain equipped to effectively use digital devices in their classrooms. These results underscore the importance of fostering a supportive and well-resourced learning environment that integrates both digital and traditional approaches to literacy instruction, ultimately benefiting students’ learning experiences.