Utilisation of technology in teaching reading in English in four senior high school in the Offinso-North District

Abstract

The study investigated the use of technology in teaching reading in English in four selected Senior High Schools in the Offinso-North District. It focused on how language teachers integrate technology into reading lessons, alongside the benefits and challenges of such integration. Guided by Mayer’s Cognitive Theory of Multimedia Learning and Schema Theory by Sir Frederick, the study employed a mixed methods approach using an exploratory sequential design. Data were gathered through interviews and questionnaires. The findings revealed that teachers use technology to support pronunciation, decoding, vocabulary development, fluency, and reading comprehension. Benefits identified included increased student engagement, improved pronunciation and comprehension, higher motivation and participation, and enhanced academic performance. However, the study also noted key challenges such as limited access to technology, low digital literacy, unreliable electricity, poor internet connectivity, and decoding difficulties. It recommended training programs to improve teachers' digital literacy and efforts to upgrade ICT infrastructure in schools.