Fresh Thinking: Primary School Teachers’ Experiences Using Technology to Improve Children’s Reading Comprehension Skills in Saudi Arabia

Abstract

This paper explores primary school teachers’ experiences with and perspectives on using technology to improve reading comprehension skills among students aged 5-11 years in Saudi Arabia. A mixed methods approach was employed, including a survey of 50 teachers and a thematic analysis of open-ended responses. Findings indicate that while teachers recognize the benefits of technology integration for increased engagement and motivation, they emphasize balanced implementation that supplements rather than replaces conventional literacy instruction. Concerns emerged around potential overreliance on technology, inadequate supervision and access, and impacts on foundational skill development. Descriptive statistics showed mild to moderate endorsement of survey statements related to technology’s role in comprehension activities. However, qualitative data highlighted preferences for gradual adoption focused first on core skills before incorporating technology. Therefore, a nuanced stance emerged favouring technology as a motivational supplement while prioritizing traditional methods, especially in lower grades. The study provides insights into developing age-appropriate, blended instructional approaches and addressing training and infrastructure needs for successful technology integration in primary reading comprehension.