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Reading Technology: A focus on the arts and culture
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Authors
Date
2025
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study explores the use of digital reading technology to enhance engagement among post-16 learners identified as having special educational needs and disabilities (SEND) in a Further Education College. The intervention focused on integrating arts and culture into literacy activities using QR codes and the Dolphin EasyReader app, aiming to promote inclusive and meaningful learning experiences.
Aims: The primary aim was to investigate how technology, specifically QR-linked reading resources, could improve reading engagement and confidence among learners with SEND. The study also sought to understand the broader impact of arts-based literacy on learners' motivation, social interaction, and connection to their local cultural community.
Methods: The research followed an action research methodology across two cycles. Data collection included interviews with learners, teachers and caregivers, classroom observations, and usage tracking via the Dolphin EasyReader app. Learners engaged with QR codes linked to arts and cultural content during scheduled college sessions. Ethical consent was obtained from all participants.
Findings: The intervention led to increased engagement with reading tasks, improved confidence, and enhanced social interaction among learners. Learners showed greater interest in cultural topics and expressed a desire to attend local arts events. The use of QR codes and culturally relevant content made reading more accessible and enjoyable, with sustained motivation observed across both cycles.
Implications: The findings suggest that embedding literacy in real-world, culturally relevant contexts, supported by digital tools, can significantly enhance engagement for learners with SEND. Educators may consider using QR codes, arts-based content, and learner choice to foster inclusive literacy development. The study also highlights the potential for arts-integrated approaches to promote community involvement and lifelong learning.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), post-16, reading, technology, arts and culture