| Yazarlar (1) |
Dr. Öğr. Üyesi Aydın BULUT
Kastamonu Üniversitesi, Türkiye |
| Özet |
| The present study employs a systematic thematic analysis of the extant academic literature on the subject of ‘technology in reading’ to explore its conceptual evolution and educational implications. The PRISMA framework was used to analyse 6081 peer‐reviewed articles published between 1944 and July 2025 through bibliometric methods. The findings indicate that technological innovations, including e‐books, AI‐assisted reading tools, and digital platforms, have had a growing influence on reading comprehension, motivation, and fluency, particularly in primary education and ESL contexts. Thematic analysis yielded four overarching themes: cognitive differences across mediums, pedagogical practices, early literacy tools, and critical digital reading strategies. Theoretical underpinnings were established through the utilisation of social cognitive theory, digital literacy models, and the Technology Acceptance Model … |
| Anahtar Kelimeler |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | European Journal of Education |
| Dergi ISSN | 0141-8211 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q1 |
| Makale Dili | İngilizce |
| Basım Tarihi | 10-2025 |
| Cilt No | 60 |
| Sayı | 4 |
| Doi Numarası | 10.1111/ejed.70319 |
| Makale Linki | https://doi.org/10.1111/ejed.70319 |
| Atıf Sayıları | |
| Google Scholar | 1 |
