Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States
Abstract
enThis 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.
Arabic
arيستكشف هذا البحث تصورات مدرّسي القراءة والكتابة لإدماج تكنولوجيا الاتصالات المعلوماتية (ICTs) في تدريس القراءة والكتابة. وتحقيقا لهذه الغاية،فقد أُجريت دراسة وطنية على 1441 مدرسا للقراءة والكتابة في الولايات المتحدة. وفّرت الدراسة البيانات المتعلقة بأنواع ومستويات توافر واستعمال ICTs المعلن عنها، والاعتقادات حول أهمية إدماج ICTs في تدريس القراءة والكتابة، والعقبات المتصورة التي تعترضها. تضمّن تحليل البيانات إحصاءات وصفية، وتحليل العامل التفسيري, وتحليل النهج المستخدم في اختيار نموذج يفترض علاقة بين تصور المدرسين لأهمية التكنولوجيا ومستويات التكامل المعلن عنها. كشفت النتائج أن هناك مستويات منخفضة نسبيا في دمج المناهج الدراسية، وتصورات متسقة عن العقبات التي تعترض التكامل، وتعريفات التكنولوجيا بدلا من تعريفات المناهج ﻟِ ICTs وللتكامل. اقترح تحليل المنهج العديد من الخصائص والتأثيرات المرتبطة بالمستويات العليا للتكامل والاستعمال. تزيد النتائج من فهم مدى إدماج ICTs في تدريس القراءة والكتابة، والعوامل التي ينبغي اعتبارها من أجل زيادة مثمرة للتكامل تماشيا مع توسيع تعاريف القراءة والكتابة.
Chinese
zh本研究旨在探讨读写教学教师对资讯通信技术(ICT)融入读写教学的感知。研究者为此在美国进行了一项全国性调查。接受该项调查的读写教学教师共1,441人。该调查所收集得的资料,是有关教师就ICT的可用性与使用的类型及程度方面所作的报告,他们对ICT融入读写教学之重要性方面的信念,以及他们对融入教学之障碍方面的感知。这些资料经过描述性统计分析、探索性因子分析及路径分析,以测试一个假设模型。该模型旨在解释教师对技术之重要性的感知与他们所报告的融入程度之间的关系。研究结果显示,教师感到课程的融入程度相对地低、对融入障碍的感知一致,及对ICT和其融入教学所作的定义均以技术而非以课程为主。路径分析结果显示出若干个与较高程度的课程融入和使用有关联的特征及影响。本研究结果,促进对ICT融入读写教学之程度的了解,
French
frCette recherche porte sur les représentations qu'ont les enseignants de l'intégration des Nouvelles technologies de l'Information (NTI) dans l'enseignement de la littératie. Dans ce but, une enquête nationale portant sur 1 441 enseignants a été effectuée aux Etats‐Unis. Cette enquête a fourni des données sur les types et les niveaux de disponibilité et d'utilisation des NTI, les croyances relatives à leur intégration dans l'enseignement de la littératie, et ce qui paraît y faire obstacle. L'analyse des données comportait des statistiques descriptives, une analyse factorielle exploratoire, et une analyse en pistes causales utilisée pour tester un modèle reposant sur l'hypothèse d'une relation entre l'importance de la technologie telle que la perçoivent les enseignants et les niveaux d'intégration rapportés par ailleurs. Les résultats ont fait apparaître des niveaux d'intégration dans les programmes relativement faibles, de fortes représentations des obstacles à cette intégration, et des définitions des NTI et de leur intégration plus technologiques que liées aux programmes. L'analyse en pistes causales a suggéré plusieurs caractéristiques et influences associées aux niveaux élevés d'intégration et d'utilisation. Ces résultats font progresser notre compréhension de l'intégration des NTI dans l'enseignement de la littératie et des facteurs qui devraient être pris en considération de sorte que les progrès de l'intégration aille davantage de pair avec des représentations plus larges de la littératie.
Russian
ruAвтopы изyчили oтнoшeниe пpeпoдaвaтeлeй гpaмoтнocти к интeгpaции инфopмaциoннo‐кoммyникaциoнныx тexнoлoгий (ИКT) в пpoцecc oбyчeния иx пpeдмeтy. Для этoгo в CШA был пpoвeдeн oбщeнaциoнaльный oпpoc – 1441 pecпoндeнт – и coбpaны дaнныe o типax ИКT, пpимeняeмыx в шкoлax, ypoвню иx дocтyпнocти и cтeпeни иcпoльзoвaния, a тaкжe o тoм, пoлeзны ли ИКT для oбyчeния гpaмoтнocти и кaкиe пpeпятcтвия мeшaют иx внeдpeнию в пoвceднeвнyю пpaктикy. Aнaлиз шeл пo cлeдyющим нaпpaвлeниям: oпиcaниe cтaтиcтичecкиx дaнныx, иccлeдoвaтeльcкий фaктopный aнaлиз (EFA) и aнaлиз гипoтeзы o cooтнoшeнии мeждy тeм, кaк oцeнивaют пeдaгoги вaжнocть ИКT, и тeм, в кaкoй мepe oни включaют ИКT в пpaктикy. Bыявлeн cpaвнитeльнo низкий ypoвeнь интeгpaции ИКT в пpoгpaммы paзвития гpaмoтнocти; глyбoкo yкopeнившиecя пpeдcтaвлeния o тpyднocтяx, coпpяжeнныx c включeниeм ИКT в yчeбный плaн; oпpeдeлeниe ИКT и иx интeгpaции в yчeбный пpoцecc кaк тexнoлoгичecкoй, a нe yчeбнoй пpoблeмы. Taкжe выявлeнo нecкoлькo xapaктepиcтик и фaктopoв, пpeдoпpeдeляющиx бoлee выcoкий ypoвeнь интeгpaции ИКT в yчeбный пpoцecc. B цeлoм, дaннoe иccлeдoвaниe pacшиpяeт нaши пpeдcтaвлeния o cтeпeни иcпoльзoвaния ИКT пpи oбyчeнии гpaмoтнocти и фaктopax, кoтopыe пoмoгyт дoбитьcя пoлoжитeльнoгo peзyльтaтa тaкoй интeгpaции c yчeтoм pacшиpeния пpeдcтaвлeний o caмoй гpaмoтнocти.
Spanish
esEsta investigación examina lo que piensan los maestros de cursos de alfabetización sobre el uso de las tecnologías de la información y la comunicación (TIC) en la enseñanza de dicha competencia. Para lograr esto, se hizo una encuesta nacional en Estados Unidos de 1,441 maestros. La encuesta proporcionó información sobre los tipos y niveles de disponibilidad y uso de las TIC, las opiniones sobre la importancia de la integración de las TIC a la enseñanza, y los posibles obstáculos a su integración. El análisis de los datos incluyó estadísticas descriptivas, un análisis factorial exploratorio, y un análisis del camino usado para examinar un modelo de una hipótesis sobre la relación entre la importancia que el maestro le daba a la tecnología y el nivel de integración comunicado. Los resultados mostraron un nivel relativamente bajo de integración al currículo, opiniones constantes sobre los obstáculos a la integración, y definiciones técnicas en vez de curriculares de las tecnologías y la integración. El análisis del camino sugirió varias características e influencias asociadas con niveles más altos de integración y uso. Los resultados ayudan a entender hasta qué punto se están integrando las TIC a la enseñanza de competencias y cuáles factores se deben considerar para incrementar provechosamente su integración, coherente con las crecientes definiciones de la alfabetización.
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