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Education Research International
Volume 2015 (2015), Article ID 783593, 13 pages
Research Article

South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction

1Eugene T. Moore School of Education, Clemson University, Clemson, SC 29634, USA
2School of Education, Iowa State University, Ames, IA 50011, USA

Received 5 August 2014; Revised 4 January 2015; Accepted 7 January 2015

Academic Editor: Eduardo Montero

Copyright © 2015 Sangho Pang et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this study to our findings from a similar study conducted in the USA and discuss what the findings reveal about integration of ICTs into literacy instruction in South Korea. The implications for education policy in South Korea and for continued research to clarify findings across national and cultural boundaries are discussed. For example, despite reporting greater impact of obstacles and less technical support than their US counterparts, South Korean teachers reported using ICTs more frequently than teachers from the USA.