South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction

Sangho Pang,Amy Hutchison,Deanna Ramey,David Reinking

doi:10.1155/2015/783593

Sangho Pang, Amy Hutchison + Show 2 more

Open Access

https://doi.org/10.1155/2015/783593

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Abstract

We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this study to our findings from a similar study conducted in the USA and discuss what the findings reveal about integration of ICTs into literacy instruction in South Korea. The implications for education policy in South Korea and for continued research to clarify findings across national and cultural boundaries are discussed. For example, despite reporting greater impact of obstacles and less technical support than their US counterparts, South Korean teachers reported using ICTs more frequently than teachers from the USA.

Highlights

The integration of information and communication technologies (ICTs) into the curriculum and instruction of formal schooling has global implications and dimensions [1,2,3]
Our main purpose was to generate data that would identify broad conditions, trends, issues, and perspectives that reflect the broad contextual landscape of South Korean teachers’ efforts to integrate ICTs into instruction. Such data are a useful, and perhaps necessary, first step laying the ground work for more focused work probing deeper explanation through interviews and observations in classrooms. Another purpose was to generate data that may be useful to policy makers and others, such as those involved in professional development, who wish to systematically increase the integration of ICTs into instruction in South Korea
The survey asked teachers to report the availability of various technological tools and applications for using ICTs

Summary

Introduction

The integration of information and communication technologies (ICTs) into the curriculum and instruction of formal schooling has global implications and dimensions [1,2,3]. Our main purpose was to generate data that would identify broad conditions, trends, issues, and perspectives that reflect the broad contextual landscape of South Korean teachers’ efforts to integrate ICTs into instruction. Such data are a useful, and perhaps necessary, first step laying the ground work for more focused work probing deeper explanation through interviews and observations in classrooms. Another purpose was to generate data that may be useful to policy makers and others, such as those involved in professional development, who wish to systematically increase the integration of ICTs into instruction in South Korea

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Results

Conclusion