Table 3
Best Practices in integrating technology in reading instruction
Title of the Study Author Source/Link Findings
Perceptions, Bright, Jocelyn Eric Enhances reading
Experiences and Garrison https://eric.ed.gov/? engagement and
Best Practices of q=Best+practices+in+in comprehension through
Effective tegrating+technology+i utilization of interactive
Educators of n+reading+instruction& e-books and digital text.
Reading ff1=dtySince_2015&id=
Instruction (2023) ED635423
Blended Learning Tucker, Catlin Eric Fosters interactive and
in Action: A R.; Wycoff, https://eric.ed.gov/?q= personalized learning
Practical Guide Tiffany; Green, %22Blended+Learning experiences through the
toward and Jason T. +in+Action implementation of a
Sustainable %3a+A+Practical+Guid flipped classroom model.
Change (2017) e+Toward+Sustainable
+Change
%22+by+Catlin+R.
+Tucker
%2c+Tiffany+Wycoff
%2c+and+Jason+T.
+Green&id=ED573401
Supporting Miia Ronimus, Google Scholar Adopts GraphoLearn (GL)
struggling readers et. al https:// as a tool to enhance
with digital game- link.springer.com/ reading development
based article/10.1007/ through interactive
Learning s11423-019-09658-3 methods.
Promoting The Andi Google Scholar Improves comprehension
Development Of Tenrisanna https://e- by incorporating Digital
Learners’ Syam journal.usd.ac.id/ Story Telling, creating an
Traditional index.php/LLT/ engaging and enjoyable
Literacies Through article/view/4324 reading experience.
Digital Storytelling
(2022)
In a review of the literature focusing on integrating technology in reading
instruction, 10 sources were initially identified through ERIC and Google Scholar databases.
4 studies were removed due to duplications, irrelevant abstracts, or outdated publication
dates. The remaining 5 studies were screened against specific exclusion criteria, leading to
the inclusion of 4 studies. These findings highlight the innovative approaches to integrating
technology in reading instruction including the use of multimedia elements to enhance
engagement and comprehension
Among the studies reviewed, there are both similarities and differences on how
technology integrated in teaching reading instruction. Bright (2023) and Syam (2022)
enhance reading materials by incorporating multimedia components. Bright utilizes
interactive e-books and digital texts that include audio, video, and animations to increase
engagement and comprehension and Syam employs digital storytelling, which mixes
narrative content with multimedia elements such as visuals and sound to provide a more
engaging and interesting reading experience. Both methods aim to promote engagement,
Bright concentrates on text interactivity, whereas Syam enriches the narrative experiences
through incorporating storytelling and multimedia. Moreover, Tucker, Wycoff, and Green
(2017) use the flipped classroom model, which involves putting instructional content
online so students can review it at home and use class time for more interactive activities.
This strategy differs from Bright and Syam’s approaches, because it emphasizes
maximizing interaction in the classroom rather than directly enriching reading content.
Similarly, Ronimus et al. (2019) use GraphoLearn, a digital game that helps with specific
reading skills like letter-sound matching and word reading. This strategy is distinct from
both the flipped classroom model and multimedia-enhanced reading materials in that it
promotes specific reading skills through interactive play and can be accessed across
various devices.
The use of interactive e-books, flipped classrooms, digital game-based learning, and
digital storytelling demonstrates a definite trend of utilizing multimedia and digital
resources to improve reading and comprehension skills. Interactive e-books and digital
texts, with their multimedia components, appeal to a range of learning styles and increase
engagement, while the flipped classroom approach enables more dynamic and
personalized in-class activities. GraphoLearn's emphasis on interactive letter-sound
training promotes fundamental reading skills in an adaptable digital format. Digital
storytelling, which combines narrative and multimedia, makes learning more interesting
and immersive. Collectively, these techniques represent a trend toward more interactive,
individualized, and technologically enhanced educational experiences that can
accommodate a variety of learning requirements while improving overall reading
outcomes. (This part requires revisions and should emphasize conclusions)
These studies supports the findings of Delgado et al. (2024), regarding technology's
role in K-12 education. Their review highlights how digital innovations significant shift
towards incorporating online and blended learning approaches. This is consistent with
Bright's (2023) findings on the utilization of interactive e-books and digital texts to
increase engagement through multimedia. Similarly, Tucker et al. (2017)'s support of the
flipped classroom approach complements to Delgado et al.'s views on optimizing in-class
time for more individualized learning. Ronimus et al. (2019)'s emphasis on interactive
game-based learning supports Delgado et al.'s assessment of technology's involvement in
the development of higher-level cognitive skills. Finally, Syam's (2022) research on digital
storytelling supports the review's findings about the importance of multimedia in boosting
student engagement and comprehension. These findings, along with the review, highlight a
widespread acknowledgment of technology's ability to improve educational outcomes and
adapt learning experiences to the digital age. (Link to Theories)
The findings provide valuable contributions to Project REaD, which aims to improve
reading skills through self-guided modules and tutorials. Interactive e-books and digital
texts with multimedia elements will make learning more engaging and supportive,
addressing reading difficulties through diverse modes of interaction and comprehension.
The flipped classroom strategy enables students to access educational content online while
using class time for targeted, interactive support, resulting in a more personalized and
efficient learning experience. GraphoLearn will provide interactive practice with letter-
sound correspondences and word-level reading, reinforcing important skills using flexible
game-based learning. Digital storytelling will enhance the modules by combining narrative
and multimedia, leading to increased engagement and comprehension through a more
dynamic and fun style. Collectively, these strategies will improve self-learning by providing
diverse, engaging, and effective options for overcoming reading challenges. (Omit Project
REaD and include it only in the final section)
KRISTINE MAE P. VIVAS
Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in
K-12 Classrooms Adolph J. Delgado, Liane Wardlow, Katherine McKnight, and Kimberly O’Malley
Research & Innovation Network, Pearson, USA
https://www.researchgate.net/profile/Adolph-Delgado-2/publication/
310491597_Educational_Technology_A_Review_of_the_Integration_Resources_and_Effectiv
eness_of_Technology_in_K-12_Classrooms/links/5a124da3a6fdccc2d79b6c9b/
Educational-Technology-A-Review-of-the-Integration-Resources-and-Effectiveness-of-
Technology-in-K-12-Classrooms.pdf?_sg
%5B0%5D=started_experiment_milestone&origin=journalDetail
