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ERIC Number: EJ960756
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1475-939X
Literacy Teachers' Perceptions of Professional Development that Increases Integration of Technology into Literacy Instruction
Hutchison, Amy
Technology, Pedagogy and Education, v21 n1 p37-56 2012
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. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States