Analyzing the Impact of Digital Information Communication Technologies (DICT) on Literacy Development in Third Grade Primary School: A Case Study on Education

Abstract

This study aims to answer the question of how digital information communication is linked to students’ literacy development during third-grade primary education. This study is significant considering the ongoing debate on how to deal with digital media in schools. Many schools are asked to include digital tools in their education. Literacy is one of the main aims of early education, with children starting to learn to read and write at school. Third-grade primary education was chosen in this study of decision-making alongside other years in primary education, as reading comprehension has become a new focus this year. The focus shifts from learning to reading. The teachers made use of digital tools to manifest the connection between new pieces of information and stored relevant background knowledge when stimulating their reading comprehension. This study directly examined the potentially significant influence of digital communication on literacy development. It is crucial to ensure that all elementary school educators receive training to responsibly and effectively incorporate technological advancements into the primary education curriculum. This study reveals how various digital platforms and tools may impact different aspects of literacy, such as reading comprehension, writing skills, and vocabulary acquisition. By investigating these relationships, educators can develop targeted strategies to leverage digital communication and enhance learning outcomes. Furthermore, the findings from this research could inform policy decisions regarding technology integration in elementary education, ensuring that digital resources are used to complement rather than replace traditional literacy instruction.