Exploring Teachers' Beliefs About Integrating Digital Literacy in K–12 Classrooms

• In Event: Roundtable Session 55
  In Roundtable Session: Teachers' Perspectives on Technology Integration

Abstract

This study explored factors that influence in-service teachers’ intentions to integrate digital literacy into their K-12 classrooms. Using an open-ended survey and follow-up interviews, qualitative data were collected from teachers who had completed a graduate course in visual and digital literacies. The data were analyzed using the Theory of Planned Behavior. Findings revealed that teachers’ intentions to integrate digital literacy are related to their beliefs about the value of these technologies for improving students’ 21st century skills and engagement (behavioral beliefs); meet the expectations of administrators, parents, and colleagues (normative beliefs); and access to digital tools for learning (control beliefs).

Authors

• Ayesha Sadaf, Ball State University

• Barbara L Johnson, Self-employed