How can technology be integrated effectively in PK–3 literacy instruction?

• A. Rely on devices instead of print texts.
• B. Use technology only for assessment.
• C. Use one app for all tasks.
• D. Use digital tools for guided reading, listening to texts, vocabulary apps, writing collaboration, and formative assessment while ensuring access and intentional use.

Answer: (D)

Technology should be used in a purposeful, multimodal way that supports the different literacy skills PK–3 students are developing. The best approach blends digital tools for a variety of tasks: guided reading to support small-group instruction, listening to texts to build fluency and comprehension, vocabulary apps to grow word knowledge, writing collaboration to practice composing with feedback, and formative assessment to monitor progress and guide instruction. Crucially, access and intentional use ensure all students can participate and that activities align with developmentally appropriate goals rather than simply showcasing tech. This approach lets technology complement print texts and teacher guidance, not replace them.

Relying on devices in place of print texts misses the value of traditional reading experiences; using tech only for assessment overlooks the many ways digital tools can support practice and engagement; relying on a single app for everything is too narrow to address the diverse needs and tasks in early literacy.