Identifying Factors Influencing Teacher Perceptions of Technology Integration in K–6 Reading Instruction

Technology plays an important role in young children’s reading development. Teachers’ beliefs and perceptions about technology integration are closely linked to their instructional practices with technology in reading instruction. The present study created a survey instrument to explore K–6 teachers’ perceptions of technology integration in reading instruction. The results indicate four factors that contribute to teacher perceptions: utilization, self-efficacy, perceived advocacy, and efficiency. The factor model suggests that teachers perceive the various benefits of technology as one combined factor that is correlated with their utilization of technology. Our results also indicate that demographic and contextual factors influence K–6 teachers’ perceptions of technology integration in reading instruction. We discuss the significance of our findings and with respect to validity evidence for the new instrument, as well as the implications of our study for research and practice.