Teacher perceptions of integrating technology in writing

ABSTRACT

With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher attitudes about technology. This study seeks to understand teacher attitudes and perceptions regarding writing instruction and use of technology. Interviews of 47 middle school teachers revealed that most teachers considered themselves to be technology users who perceived their students’ writing skills to be deficient, yet spent little time on writing instruction in content areas. Teachers indicated that barriers to using technology included that it was too time-consuming; they had limited access; and they perceived access to be a competition. However, teachers revealed that technology was positive for students with disabilities, differentiating instruction, and providing twenty-first-century learning opportunities. These findings suggest that teacher attitudes and perceptions play an important role in technology integration. In addition to increased access to technology, school divisions should provide pre-service and in-service training and time for reflection so that teacher attitudes that impede technology integration can be positively manipulated to improve technology integration in the classroom.

KEYWORDS:

• Integrating technology
• writing instruction
• teacher perceptions

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Office of Special Education and Rehabilitative Services [Grant No. H325D120036, Grant No. H327S120011].

Notes on contributors

Kelley Regan

Kelley Regan, PhD, is an associate professor of Special Education at George Mason University. She is Co-Principal Investigator of Project WeGoRIITE, a United States Department of Education, Office of Special Education (OSEP) grant supporting the implementation of an evidence-based technology tool to support student writing. Her scholarly interests include teacher preparation and improving the literacy skills of students with learning and emotional/behavioural disabilities.

Anya S. Evmenova

Anya S. Evmenova, PhD, is an associate professor of Special Education at George Mason University. She is Principal Investigator of Project WeGoRIITE, a United States Department of Education, Office of Special Education (OSEP) grant supporting the implementation of an evidence-based technology tool to support student writing. Her research interests focus on assistive technology and instructional technology, Universal Design for Learning, and quality online teaching.

Donna Sacco

Donna Sacco, PhD, is a clinical assistant professor at the University of North Carolina in Charlotte. Her research interests include supporting culturally and linguistically diverse exceptional learners and improving teacher preparation.

Jessica Schwartzer

Jessica Schwartzer is a doctoral candidate in Educational Leadership at George Mason University. Her research interests include socially just leadership, culturally relevant pedagogy and racial identities in schools.

David S. Chirinos

David S. Chirinos, PhD, is a faculty member at the University of North Georgia. His research interests include self-regulated learning, motivation and educational psychology.

Melissa D. Hughes

Melissa D. Hughes, PhD, is a special education teacher of students with learning and behavioural disabilities and adjunct instructor at George Mason University. Her research interests include literacy and assistive and instructional technology.