Abstract
This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions.
Highlights
The rapidly increasing information in today’s world, the digital technologies emerging in the light of new information and the penetration of these technologies into our daily life bring along a rapid development and transformation
The questionnaire consisted of different parts to gather in-depth information related to the elementary school classroom teachers’ technology integration experience related to teaching literacy skills
Considering teaching literacy skills and related materials, I can say that my teaching is traditional
Summary
The rapidly increasing information in today’s world, the digital technologies emerging in the light of new information and the penetration of these technologies into our daily life bring along a rapid development and transformation. It becomes inevitable for individuals to acquire new knowledge and skills to adapt to these developments and transformation and education is not exceptional in this regard In line with these development and transformation, teaching-learning processes are subject to changes and teachers are excepted to benefit from advantages of technology in this process. The COVID-19 pandemic appears to have a profound effect on sustainability of education and lead to rely on technology based teaching and learning ever before (Mulenga and Marban, 2020). It appears that we are entering into the new phase of education that is literally driven by information and communication technologies (ICTs). As a matter of fact, teachers need to have skills to integrate ICT technologies into their teaching along with their digital competencies to educate qualified individuals for the post-COVID-19 period
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