Perception of Montessori preschool teachers regarding literacy development through technology-supported play-based activities
Background: As technology continues to evolve, educators and researchers are exploring innovative ways to harness the potential of technology to enhance literacy development for young learners. The Montessori approach to teaching and learning is an interactive approach that caters to diverse learnin...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2025-07-01
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| Series: | Reading & Writing |
| Subjects: | |
| Online Access: | https://rw.org.za/index.php/rw/article/view/543 |
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| Summary: | Background: As technology continues to evolve, educators and researchers are exploring innovative ways to harness the potential of technology to enhance literacy development for young learners. The Montessori approach to teaching and learning is an interactive approach that caters to diverse learning needs, as well as the individual learner’s interests.
Objectives: The purpose of this study was to investigate the perceptions of Montessori preschool teachers regarding literacy development through technology-supported play-based activities.
Method: A case study of 10 teachers from four Montessori schools in Tshwane, South Africa, combined the Montessori theory, the Technological Pedagogical Content Knowledge (TPACK) framework and social constructivism to form the research lens, which guided the investigation. Data were collected using semi-structured interviews, a focus group discussion and non-participatory classroom observations.
Results: The findings showed that the participating teachers were not in favour of incorporating technology into the Montessori classroom. Those who incorporated technology did so with caution, keeping the original Montessori philosophy of hands-on learning. With technological advances increasing daily, some teachers in the study realised that technology is unavoidable.
Conclusion: Most Montessori preschool teachers in the study perceived literacy development through technology-supported play-based activities as misaligned with the Montessori approach, while a few teachers believed that it could foster literacy development in resource-constrained schools.
Contribution: The findings of this study contribute to the growing interest in integrating a technology-supported, play-based Montessori approach to foster literacy in the South African context, which has been relatively unexplored. The findings may provide a pathway in encouraging teachers to consider incorporating digital technologies that are consistent with the Montessori approach. |
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| ISSN: | 2079-8245 2308-1422 |