The Role of Technology in Reading Literacy: Is Sweden Going Back or Moving Forward by Returning to Paper-Based Reading?

In May 2023, Sweden's Ministry of Education announced a progressive decrease in digitalization and a return to paper-based reading and traditional pedagogical methods in schools. This controversial decision was prompted by declining reading comprehension scores in international assessments like PIRLS and PISA, which showed a negative correlation between classroom computer use and reading comprehension. This move has sparked a worldwide discussion about the role of technology in education, contrasting with the global trend of increasing technological integration and the development of digital skills, especially highlighted by the COVID-19 pandemic. The debate questions whether Sweden is regressing or taking a forward-thinking step by reevaluating technology in education.

The article analyzes the integration of technology in reading through three main aspects: assessment, teaching reading, and general technology use. In terms of assessment, there is limited support for reverting from digital to paper-based assessments, despite some meta-analyses indicating slightly higher reading comprehension scores on paper. However, well-designed digital books have been shown to outperform paper-based reading for teaching comprehension. Student-centered technology practices are linked to improved reading performance, emphasizing the need for policy initiatives to support such integration. The extensive data from PISA tests regarding ICT usage and overall student performance has yielded contradictory results, attributed to cultural, contextual, and teacher training differences.

The study addresses three overarching research questions: 1) What discrepancies exist in current literature regarding ICT usage's impact on screen-based vs. paper-based reading? 2) How do technology pedagogical practices affect student reading performance compared to paper-based methods? 3) How do school and research contexts influence the effectiveness of technology integration? The analysis focuses on K-12 reading as a first language, excluding adult reading, by conducting a systematic literature review of meta-analyses on screen versus paper reading. This approach helps identify three dimensions of technology use in reading analysis and subsequently examines its effects and pedagogical implications.

The analysis acknowledges that educational contexts and environments, as highlighted by sociocultural theory, significantly influence the outcomes of pedagogical practices. Therefore, the effects of technology must be understood within their specific contexts. Participating in the screen vs. paper reading debate requires differentiating between technology's role in assessments, teaching and learning, and overall ICT usage. The article discusses how variations in the effects of ICT on student reading skills have critical implications for pedagogical practices within schools, emphasizing the need for policies to guide technology integration effectively.

Sweden's decision to return to paper-based reading has ignited a global debate on the role of technology in schools. While some meta-analyses suggest a slight advantage for paper in reading comprehension, others indicate that well-designed digital tools can enhance learning. The key takeaway is that the effectiveness of technology largely depends on its design, pedagogical implementation, and the specific context. Policy initiatives should focus on supporting student-centered technology integration practices, rather than an outright rejection or embrace of technology, to genuinely improve reading literacy. The global discussion underscores the complexity of this issue and the necessity for continued research and thoughtful policy development.