Abstract
This study investigated teachers’ experiences and their perceptions of the use of Reading
Eggs, a mobile device application, in a remedial school.
This study aimed to investigate how the use of Reading Eggs supported the teaching of
foundation phase phonological awareness at a remedial school in Johannesburg, South
Africa. This study used a mixed methods approach with a case study strategy and was guided by the interpretivist paradigm. Seven teachers were purposely selected to
participate in this study. This provided insightful and rich information about the use of
Reading Eggs in the classroom.
The theoretical framework underpinning this study is a combination of Vygotsky’s zone
of proximal development and the technological, pedagogical, and content knowledge framework. Data collection included an online questionnaire and semi-structured in-depth
interviews. Thematic analysis was used to analyse the data.
The findings of the study revealed that all the participants had positive perceptions of and
attitudes towards the inclusion of information and communication technology in
education and viewed a mobile device as a vital tool to support the development of
learners’ phonological awareness in the classroom. The data further indicated that
teachers’ decision to adopt technology can be strongly influenced by factors such as their
demographic variables, self-efficacy, information and communication technology
knowledge and attitudes, and perception of the use of technology. Further support and
continued professional development are needed for teachers to improve their self-efficacy
and change their attitude to and perception of the use of technology in the classroom.
Keywords: mobile device applications; phonological awareness; ICT; zone of proximal development; technological, pedagogical, and content knowledge framework; professional development.