The use of technology in teaching reading in kindergarten classrooms in Ayawaso Central Municipality

Abstract

The study explores the use of information and communication technology (ICT) tools in teaching reading in early childhood education in Ghana using kindergartens in the Ayawaso Central Municipality. The case study design was adopted for the study. The study used the purposive sampling technique to select twelve (12) kindergarten teachers. The instruments used for the collection of data were a semi-structured interview guide and observational checklists. The data from the interview were analysed thematically while content analysis was used for the observation data. The study revealed that few schools have integrated ICT tools, such as desktop computer workstations, phones, sound boxes, tablets, and educational software into their reading instruction, while most of them primarily rely on traditional teaching methods. Also, emerging technologies such as virtual reality (VR) and augmented reality (AR), interactive whiteboards, projectors, and e-books applications are gaining traction, albeit at a slower pace as well as some teachers demonstrating knowledge and proficiency, while others express a higher level of comfort and experience with specific ICT tools, such as educational apps on tablets. Moreover, some challenges include limited access to ICT resources, outdated or malfunctioning devices, a lack of teacher training, and issues related to technical support and maintenance. The study therefore recommends that the Ayawaso Central Educational Directorate should develop and implement training programmes that focus on integrating ICT tools into reading instruction for ECE teachers and also prioritize the allocation of ICT resources and maintenance and repair of ICT devices in ECE classrooms. Establish dedicated technical support teams to promptly address technical issues, ensuring uninterrupted teaching and learning.