Date of Award

5-2009

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Legacy Department

Curriculum and Instruction

Advisor

Reinking, David P.

Committee Member

Gambrell , Linda

Committee Member

Headley , Kathy

Committee Member

Witte , James

Abstract

This study had five main purposes: (a) to investigate the extent to which literacy teachers nationwide integrate information and communication technologies (ICTs) into literacy instruction; (b) to investigate the extent to which ICTs are utilized in ways that promote the acquisition of literacy skills within digital environments; (c) to identify the perceived obstacles and challenges teachers face in their attempts to integrate ICTs into instruction; (d) to determine how literacy teachers define ICT integration and how they perceive the importance of ICT integration into reading instruction; and (e) to identify the distinguishing characteristics of teachers who report no or minimal integration of ICTs in their literacy instruction when compared to teachers who report extensive integration.
These issues were addressed using online survey methodology with a national sample of literacy teachers (n = 1442). Data were analyzed using descriptive statistics, Analysis of Variance (ANOVA), and regression analysis. Results indicated that: (a) literacy teachers use ICTs relatively little in instruction and with little variety; (b) they typically do not use ICTs in ways that enhance skills for reading in online environments; (c) lack of time, lack of equipment, and lack of professional development are major barriers to ICT integration; (d) a majority of teachers have an incomplete or narrow view of what constitutes ICT integration; and (e) professional development factors, teaching experience, beliefs about technology, technology skill, technology access and support, and perceived obstacles all predict teachers' ICT use at statistically significant levels. Implications for professional development and educational policy are discussed.

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