Integrating Information and Communication Technology in Early Reading Instruction: Teachers' Experiences in Supporting the Reading Skills of Key Stage 1 Learners in Barlig District, Schools Division of Mountain Province

Authors

  • Roslyn Camarao Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.121

Keywords:

Information and Communication Technology, early reading instruction, reading skills, Key Stage 1, teachers' experiences, educational technology, phenomenology, qualitative research

Abstract

The integration of Information and Communication Technology (ICT) has transformed early literacy instruction by providing innovative and interactive learning experiences that support the development of foundational reading skills. In Key Stage 1, ICT offers opportunities for teachers to utilize digital resources, multimedia applications, and interactive learning platforms to improve learners' reading fluency, vocabulary, phonics, and comprehension. As the implementation of technology-enhanced instruction continues to expand, teachers play a critical role in selecting, adapting, and facilitating ICT-based learning experiences that address the diverse literacy needs of young learners. This study explored the experiences of Key Stage 1 teachers in integrating Information and Communication Technology in early reading instruction in Barlig District, Schools Division of Mountain Province. A qualitative phenomenological research design was employed involving ten Key Stage 1 teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis and were analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers utilized multimedia presentations, educational applications, interactive reading activities, digital storytelling, and technology-assisted assessments to strengthen learners' reading skills. Participants also encountered challenges related to limited technological resources, unstable internet connectivity, inadequate digital devices, and varying levels of learners' digital readiness. Despite these challenges, teachers demonstrated adaptability, creativity, and strong professional commitment in integrating ICT to provide engaging and meaningful literacy instruction. The study highlights the importance of digital pedagogical competence, equitable access to technology, contextualized digital learning resources, and continuous professional development in strengthening ICT integration in early reading education. The findings provide valuable insights for teachers, school leaders, curriculum developers, and policymakers in enhancing technology-supported literacy instruction in elementary schools.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

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Articles

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