Article: Does technology improve reading outcomes?

A randomized controlled trial in Kenya examined whether adding technology to a proven literacy program improves early reading outcomes. Three interventions were tested: tablets for instructional supervisors, tablets for teachers, and pupil e-readers. All groups showed significant gains over the control, but none outperformed the base non-ICT program by a meaningful margin. Cost-effectiveness analysis revealed that supervisor tablets equipped with Tangerine:Coach delivered the best value, while pupil e-readers were the least cost-effective. The study underscores that technology should complement—not replace—strong instructional programs and that cost considerations are critical for scaling ICT in education.