Iftaħ u skopri : riżorsi teknoloġiċi mfasslin fuq Senduq Buffuri għat-tagħlim tal-qari fil-ħames sena tal-primarja

Abstract

Technological advances have led to several changes within the educational system. The New Literacy Studies claimed that due to these constant changes, the pedagogy by which literacy is taught was also affected. Interactive whiteboards, computers and recent plans to introduce tablets in Primary classrooms, prove that the educational sector is implementing changes to align with the advances in society. Teachers have to consider that pupils are coming from a technological culture which exposes them to multimodal texts and digital resources (Bearne, 2004). For this reason, teaching methods have to be modified to match pupils' interests. Access to technological resources related to Mathematics, English Language and other curricular subjects is effortless; however, those related to Maltese are limited. In light of this, the researchers aimed to observe Maltese reading lessons from Senduq Buffuri used in state Year 5 primary classrooms. Based on eight observations and the responses of both teachers and pupils, gathered through interviews and questionnaires, a pack of technological resources was produced in order to help pupils practice reading skills through media they are familiar with. A sample of these resources were implemented in two state Year 5 primary classrooms to analyse the teachers’ and pupils’ responses to using ICT in teaching and learning literacy. From the analysis of these results, it was recognized that the use of technological resources in Maltese reading lessons highly motivated pupils to participate and practice reading and digital literacy skills effectively.