Greenland, A. R. (2019). Teachers’ perceptions on using information and communications technology (ICT) to improve reading comprehension: A qualitative study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13809776)

Abstract:

“Reading comprehension skills in male adolescent students are declining across Australia, yet there is little research about teachers’ perspectives about using Information and Communication Technologies as a tool to help combat this problem. The purpose of this qualitative multiple case study was to investigate teacher perceptions about whether Information and Communications Technology is working to improve reading comprehension skills among Australian male adolescent students, and if so, how. The participants of this study were five full-time teachers of male adolescent students in Sydney, Australia. Data was gathered and analyzed through thematic coding to identify common themes related to the use of Information and Communications Technology in literacy classrooms. The data analysis identified four themes, consisting of one theme for research question one, one theme for research question two, and two themes for research question three: (a) current motivation levels for male students are low, (b) inference skills for male students are poor, (c) accessibility to materials is increased through the use of Information and Communications Technology, and (d) Information and Communications Technology can be a motivational factor for male adolescent students. Four recommendations for practice included: (a) developing pedagogies that utilize the use of Information and Communications Technology in the literacy classrooms (b) increase the availability of Information and Communications Technology in the literacy classroom of schools in Sydney, Australia (c) for teachers in today’s literacy classrooms in Sydney, Australia to become a more active method of change in their own classroom, and (d) for schools in Sydney, Australia to implement greater professional development for literacy teachers who are utilizing Information and Communications Technology in their classrooms. Two recommendations for future research were: (a) for a single qualitative study of theme 1 and theme 4 to be done from the perspective of male students in Sydney, Australia and (b) to conduct a quasi-experimental quantitative study at a school in the Sydney area. The outcomes of this qualitative, multiple case study may help to better understand the perspectives of teachers in Sydney, Australia on the effectiveness of Information and Communications Technology as an alternative method of literacy development.”