The announcement of a progressive decrease in digitalization and the reintroduction of paper-based reading and traditional pedagogical methods in Swedish schools has initiated a worldwide debate on the uses of technology for reading in schools. This debate led us to examine the role and effects of technology on reading skills. We initiated the present research by analyzing the integration of technology practices mediated by technology in the context of reading and then expanded into a broader discussion encompassing the pedagogical implications. By reviewing the current literature, three venues of technology usage were identified: assessment, teaching reading using technology, and general uses of technology. Through the assessment lens, there is limited support for reverting to paper-based reading assessments. Four meta-analyses indicated that reading comprehension scores tend to be slightly higher in paper-based formats than on digital devices when the same text is used, but for all students, the same difference is observed. The effectiveness of using technology to teach reading comprehension is relative to the pedagogical approach employed and the specific design of the technology. The evidence indicates that well-designed digital books outperform paper-based reading. Additionally, student-centered practices using technology are associated with higher reading performance rather than reinforcing reading practices. Policy initiatives should proactively support schools and teachers in establishing student-centered technology integration practices. Finally, the extensive data available from the PISA test were widely employed to explore the impact of ICT usage on students' overall performance, yielding contradictory results explained by differences in culture, context, and teacher training.

中文翻译：

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技术在阅读素养中的作用：瑞典是在回归纸质阅读，还是在倒退？

瑞典学校宣布数字化逐步减少以及重新引入纸质阅读和传统教学方法，引发了一场关于学校阅读技术使用的全球辩论。这场辩论引导我们研究技术对阅读技能的作用和影响。我们通过分析阅读背景下技术介导的技术实践的整合来启动本研究，然后扩展到涵盖教学意义的更广泛的讨论。通过回顾现有文献，确定了技术使用的三个领域：评估、使用技术进行阅读教学以及技术的一般用途。从评估角度来看，恢复纸质阅读评估的支持有限。四项荟萃分析表明，当使用相同的文本时，纸质格式的阅读理解分数往往略高于数字设备，但对于所有学生来说，都观察到相同的差异。使用技术教授阅读理解的有效性与所采用的教学方法和技术的具体设计有关。证据表明，精心设计的数字图书优于纸质阅读。此外，以学生为中心的技术实践与更高的阅读成绩相关，而不是强化阅读实践。政策举措应积极支持学校和教师建立以学生为中心的技术集成实践。最后，PISA 测试提供的大量数据被广泛用于探索 ICT 使用对学生整体表现的影响，但由于文化、背景和教师培训的差异而产生了相互矛盾的结果。