You are here:

Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States
ARTICLE

,

Reading Research Quarterly Volume 46, Number 4, ISSN 0034-0553

Abstract

This research explores literacy teachers' perceptions of integrating information communication technologies (ICTs) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about the importance of integrating ICTs into literacy instruction, and perceived obstacles to doing so. The analysis of data included descriptive statistics, an exploratory factor analysis, and a path analysis used to test a model hypothesizing a relation between teachers' perceived importance of technology and reported levels of integration. Results revealed relatively low levels of curricular integration, consistent perceptions about obstacles to integration, and technological rather than curricular definitions of ICTs and of integration. The path analysis suggested several characteristics and influences associated with higher levels of integration and use. The findings advance understanding of the extent to which ICTs are being integrated into literacy instruction and what factors should be considered toward profitably increasing integration consistent with expanding definitions of literacy.

Citation

Hutchison, A. & Reinking, D. (2011). Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States. Reading Research Quarterly, 46(4), 312-333. Retrieved April 22, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Professional Identities of Preservice Teachers: Planning, Implementing, and Developing Lessons Using Technology

    Vicky Cardullo, Auburn University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1757–1761

  2. The STAK Model: Exploring Individualized Professional Development for Technology Integration in Literacy

    Lindsay Woodward, Drake University, United States; Amy Hutchison, George Mason University, United States

    Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 613–644

  3. Technology Integration with the Technology Integration Planning Cycle Model of Professional Development

    Amy Hutchison, George Mason University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 938–948

  4. Connected Education: Teachers’ Attitudes towards Student Learning in a 1:1 Technology Middle School Environment

    Tian Luo, Old Dominion University, United States; Alexander Murray, Ohio University, United States

    Journal of Online Learning Research Vol. 4, No. 1 (February 2018) pp. 87–116

  5. The Role of a Mentor Teacher’s TPACK in Preservice Teachers’ Intentions to Integrate Technology

    Michael Nelson, The Ohio State University, United States

    Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 449–473

  6. Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom

    Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52

  7. Examining Perceptions and Decision-making Related to Technology Integration in the Common Core High School Classroom

    Medha Dalal, Leanna Archambault, Rolando Robles & Anna Reed, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2302–2310

  8. Middle School Teachers’ Perceptions of iPad Use in the Classroom

    James Oigara & Janet Ferguson, Canisius College, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1732–1740

  9. Partnership, Practice, and Pedagogy: The Impact of Virtual Experiences on Pre-service Teachers

    Susan Poyo, Franciscan University of Steubenville, United States; Samantha Fecich, Grove City College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 440–445

  10. What do Activity Trackers and a Tablet Have in Common? STEM Ambassador Lesson Plans, Tips, and Tricks

    Jennifer Albert, Kathy Richardson-Jones, Deepti Joshi & Robin Jocius, The Citadel, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1747–1753

  11. Assessing Teacher/Librarian Collaboration: Perspectives of Teacher and School Librarian Candidates

    Sheila Baker & Jana Willis, University of Houston-Clear Lake, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1673–1680

  12. Preservice Teachers’ Ability to Identify Technology Standards: Does Curriculum Matter?

    Carrie Lewis, Minnesota State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 235–254

  13. Perspectives on a Faculty-in-Residence Program: A School-University Partnership to Increase Teacher Use of Digital Media for Learning

    Danielle Herro & Lorraine Jacques, Clemson University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 938–943

  14. Preservice teachers’ perceptions of technology during a Massive Open Online Course

    Kristine Pytash & Richard Ferdig, Kent State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2006–2007

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.