Title: An investigation of teachers' perceptions and integration of Web 2.0 tools into literacy instruction

Authors: Tian Luo; Guang-Lea Lee; Pauline Salim Muljana; Smruti Shah

Addresses: Department of STEM Education and Professional Studies, Darden College of Education and Professional Studies, Old Dominion University, Norfolk, VA 23529, USA ' Department of Teaching and Learning, Darden College of Education and Professional Studies, Old Dominion University, Norfolk, VA 23529, USA ' Department of STEM Education and Professional Studies, Darden College of Education and Professional Studies, Old Dominion University, Norfolk, VA 23529, USA ' Department of STEM Education and Professional Studies, Darden College of Education and Professional Studies, Old Dominion University, Norfolk, VA 23529, USA

Abstract: Web 2.0 tools have made its successful foray into literacy instruction in the K-12 educational context. This study examined 124 preservice and in-service teachers' understanding of their current use of Web 2.0 tools and their perceptions of integrating these tools into literacy instruction. Participants were found to perceive Web 2.0 tools positively, predominantly agreeing with its benefits related to enhancing engagement, exploration, and interaction, as well supporting content areas such as vocabulary. Precise genres within Web 2.0 tools family were identified as the most valuable for literacy instructors. We also found that literacy instructors' age, perceived usefulness, perceived capability, and proficiency and comfort levels with Web 2.0 tools as well as perceived obstacles all predict their actual use of Web 2.0 tools in the classrooms. However, their frequent personal use of Web 2.0 tools did not necessarily translate to successful instructional use. Practical implications and future research recommendations were provided in this study.

Keywords: Web 2.0; literacy instruction; instructional technology; social media.

DOI: 10.1504/IJSMILE.2022.124696

International Journal of Social Media and Interactive Learning Environments, 2022 Vol.6 No.4, pp.305 - 327

Received: 25 Apr 2020
Accepted: 16 Jul 2020
Published online: 08 Aug 2022 *