Document Type
Article
Publication Version
Published Version
Publication Date
1-7-2015
Journal or Book Title
Education Research International
Volume
2015
Issue
783593
First Page
783593
DOI
10.1155/2015/783593
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.
Rights
This is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright Owner
Sangho Pang et al.
Copyright Date
2015
Language
en
File Format
application/pdf
Recommended Citation
Pang, Sangho; Reinking, David; Hutchison, Amy C.; and Ramey, Deanna, "South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction" (2015). Education Publications. 19.
https://lib.dr.iastate.edu/edu_pubs/19
Included in
Higher Education Commons, International and Comparative Education Commons, Sociology of Culture Commons
Comments
This is an article from Education Research International; 2015; 1-13; doi: 10.1155/2015/783593. Posted with permission.