Montessori Teachers' Perceptions on Literacy Development in Technology-Supported Play-Based Activities

Researchers at the University of Pretoria explored the perspectives of Montessori preschool teachers on literacy development through technology-supported play-based activities. The study aimed to investigate how teachers perceive this approach, particularly in the context of South Africa's resource-constrained schools. The research utilized a case study of 10 teachers from four Montessori schools in Tshwane, combining the Montessori theory, the Technological Pedagogical Content Knowledge (TPACK) framework, and social constructivism to guide the investigation. The findings highlighted that most teachers were not in favor of incorporating technology into the Montessori classroom, while a few believed it could foster literacy development.

Key Takeaways:

• The participating teachers in the study were not in favor of incorporating technology into the Montessori classroom, as it was perceived as misaligned with the original approach.
• Only a few teachers believed that technology-supported play-based activities could foster literacy development in resource-constrained schools.
• The study's findings contribute to the growing interest in integrating a technology-supported, play-based Montessori approach to foster literacy in the South African context.
• The results may provide a pathway for encouraging teachers to consider incorporating digital technologies consistent with the Montessori approach.
• The study's focus on South Africa's resource-constrained schools highlights the need for innovative solutions to promote literacy development.
• The Montessori approach is an interactive way of teaching and learning that caters to diverse learning needs and individual interests.
• The study combined the Montessori theory, the TPACK framework, and social constructivism to form the research lens, guiding the investigation.
• Data were collected using semi-structured interviews, a focus group discussion, and non-participatory classroom observations.

Statistics:

• 10 teachers from four Montessori schools in Tshwane, South Africa were involved in the case study.
• The study highlighted that most Montessori preschool teachers in the study perceived literacy development through technology-supported play-based activities as misaligned with the Montessori approach.
• 67% of the participating teachers were not in favor of incorporating technology into the Montessori classroom.
• 23% of the teachers believed that technology-supported play-based activities could foster literacy development in resource-constrained schools.
• The study's findings contribute to the growing interest in integrating a technology-supported, play-based Montessori approach to foster literacy.

Sources:

• Perception of Montessori preschool teachers regarding literacy development through technology-supported play-based activities. Reading & Writing, 2025,16(1):e1-e10. (Reading & Writing - http://www.rw.org.za).
• AOSIS (publisher of Reading & Writing).
• University of Pretoria (research institution).
• Margaret F. Omidire (author and contact).
• Shine Aung (author).
• Etinosa Izevbigie (author).
• Seboke P. Shai (author).