Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction

Abstract

A national survey of 1441 literacy teachers in the US was conducted to understand the integration of digital technology into instruction. This paper reports results from open-ended questions in the survey aimed at determining teachers’ perceptions about how to improve professional development in the area of technology integration. Data were analysed using qualitative methods. Respondents identified four factors that they believe would contribute effectively to their own professional development: (a) time: time to explore, practise, and prepare for literacy instruction into which they integrate technology; (b) access: access to equipment during and after professional development; (c) knowledge: access to higher level knowledge, knowledgeable presenters, and relevant background knowledge; and (d) support: ongoing, follow-up, and small group support. Implications for the improvement of literacy teachers’ professional development and student learning are discussed.

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