Tendencies in technology use in initial reading and writing education

This article synthesizes current knowledge on how technology is integrated into early reading and writing instruction. The use of technology in initial literacy education is often motivated by expectations of enhanced engagement and improved foundational learning outcomes in reading and writing. To investigate how this promise has been addressed in research, ten literature reviews identified through systematic database searches guided by PRISMA procedures were analysed. The synthesis reveals four overarching dimensions within the existing body of research: thematic emphases, didactic applications, theoretical perspectives, and methodological approaches. Across studies, technology use is predominant investigated in relation to reading instruction, while technology-supported writing receives notably less attention. Emerging research trends indicate increasing interest in studying reading and writing development concurrently. The review also identifies two significant gaps: a need for more studies employing sociocultural perspectives with qualitative designs, and a parallel need for robust cognitive research using randomised controlled trials (RCTs). Addressing these gaps is essential for determining how technology mediates learning processes and for establishing its actual impact on learning outcomes.