Usage of Information Communication Technologies in enhancing reading in early grade learners in Wakiso District

Abstract

This study examined the usage of Information Communication Technologies (ICTs) in enhancing reading in early grade learners in Wakiso district, central Uganda. It explored the availability and rationale of adopting ICTs in developing reading skills and examined how they were being used to enhance reading. The study was aroused by low reading levels among young learners, which were likely to be worsened by the schools' closure due to the novel Coronavirus Disease 2019 (COVID – 19) pandemic. The study adopted a case study research design that applied qualitative approaches. It was conducted in two Education Childhood Development Centres (ECDCs) because of their lead in employing ICTs to teach learners during the COVID 19 lockdown. The participants of the study included four teachers, six learners and their respective parents, two headteachers, and two Information Technology (IT) professionals who were purposively sampled based on their involvement in the reading process of learners in early grades. Data were collected using in-depth interviews, observation and document analysis tools and analysed by thematic analysis technique. The findings of the study revealed that computers, laptops, smartphones, and reading software applications (Apps) such as Jolly Phonics were used to enhance reading. It was established that parents and teachers have a strong desire to use ICTs to enhance reading especially during schools‟ closure period, but are limited by ICT tools, internet data costs, cost of internet and ICT softwares, and poor IT skills. The study concludes that the usage of ICTs enhances reading fluency, alphabetical awareness, blending of sounds to build words and sentences, developing vocabularies, and enhancing comprehension. The study recommends that all stakeholders should put efforts together to sustain and extend the usage of ICTs to ensure the continuity and enhancement of reading