Exploring the use of tablets to improve reading in a grade 2 Afrikaans home language classroom

Abstract

The aim of this study was to explore the use of tablets to improve reading in a Grade 2 Afrikaans Home Language classroom. I worked with the assumption that most schools in the Western Cape have integrated digital technologies such as tablets into their teaching and learning practices. However, not much is known about the effectiveness of using these devices in improving learners’ reading skills. The study is underpinned by an interpretive paradigm using a qualitative single case study research approach to make sense of the experiences of both teachers and learners in using tablets to improve reading. Semi-structured individual interviews, focus-group interviews, observations and document sources were used to collect data. The theory used to frame this study comprises the work of Koehler and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) and Vygotsky’s (1978) Socio-cultural theory. Vygotsky’s Socio-cultural theory, and his constructs (ZPD), mediation and scaffolding were used as a conceptual lens to understand learning as a social practice. TPACK theory was used to understand how teachers and learners make meaning when actively engaging in the use of tablets in the classroom to improve reading. The results show that there is a marked difference between traditional teaching vs learning with tablets (integration of technology). It further shows a pedagogical shift happens when teachers and learners engage in the use of tablets. Furthermore, there are both benefits and challenges when using tablets to improve reading.