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Figure 1. Hypothesized Path Model of Factors Related to the Extent of Integration of ICTs availability of ICTs and relevant resources on ICT integration. Finally, we included a variable based on the summed values of responses to the items on the obstacles composite scale. This variable represents the range of obstacles displayed in Table 8 as derived from our review of the literature. The hypothesized model is displayed in Figure 1.

Figure 1 Hypothesized Path Model of Factors Related to the Extent of Integration of ICTs availability of ICTs and relevant resources on ICT integration. Finally, we included a variable based on the summed values of responses to the items on the obstacles composite scale. This variable represents the range of obstacles displayed in Table 8 as derived from our review of the literature. The hypothesized model is displayed in Figure 1.

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“Because there were substantially fewer grade 10-12 teachers than K-9 teachers (see Table 1), we conducted an analysis to determine if the results would be statistically different without grade 10-12 teachers. We ran sepa- rate correlations for these respective groups for each of the factors estab- lished in the exploratory factor analysis. The correlations for each group of teachers followed virtually the same direction and pattern. Further, all of the factors identified when the analysis was conducted with both groups together remained significantly correlated, and all but one of the items were correlated in the same direction. Thus, we determined that the results and conclusions would not be affected by removing the grade 10-12 teachers from the analysis. Table 1. Profile of Participants
“Because there were substantially fewer grade 10-12 teachers than K-9 teachers (see Table 1), we conducted an analysis to determine if the results would be statistically different without grade 10-12 teachers. We ran sepa- rate correlations for these respective groups for each of the factors estab- lished in the exploratory factor analysis. The correlations for each group of teachers followed virtually the same direction and pattern. Further, all of the factors identified when the analysis was conducted with both groups together remained significantly correlated, and all but one of the items were correlated in the same direction. Thus, we determined that the results and conclusions would not be affected by removing the grade 10-12 teachers from the analysis. Table 1. Profile of Participants
Table 2. Survey Constructs and Items “Construct with items and response formats that produced a composite scale. > Numbered items can be found at www.surveymonkey.com/s/K)JDQ6F
Table 2. Survey Constructs and Items “Construct with items and response formats that produced a composite scale. > Numbered items can be found at www.surveymonkey.com/s/K)JDQ6F
Table 3. Factor Loadings
Table 3. Factor Loadings
Table 5. Percentage of Teachers Reporting Availability of Technical Support for Using ICTs
Table 5. Percentage of Teachers Reporting Availability of Technical Support for Using ICTs
Table 4. Percentage of Teachers Reporting Availability of Relevant Technologies for Literacy Instruction
Table 4. Percentage of Teachers Reporting Availability of Relevant Technologies for Literacy Instruction
“Means and standard deviations for frequency and importance computed from responses on the following scale: not at all (0), a small extent (1), a moderate extent (2), and a large extent (3). Table 6. Means and Standard Deviations of Reported Frequency and Importance of Using ICTs in Instructional Activitie:
“Means and standard deviations for frequency and importance computed from responses on the following scale: not at all (0), a small extent (1), a moderate extent (2), and a large extent (3). Table 6. Means and Standard Deviations of Reported Frequency and Importance of Using ICTs in Instructional Activitie:
Table 7. Conceptualizations and Definitions of ICT Integration: Codes and Percentage of Teachers’ Responses for Each Code
Table 7. Conceptualizations and Definitions of ICT Integration: Codes and Percentage of Teachers’ Responses for Each Code
Table 8. Means and Standard Deviations of Response: Concerning Perceived Obstacles to Integrating ICTs Into Literacy Instruction
Table 8. Means and Standard Deviations of Response: Concerning Perceived Obstacles to Integrating ICTs Into Literacy Instruction
Figure 2. Relationship of Perceived Importance of ICT With Reported Extent of Integration of ICT in Literacy Instruction Figure 2. Relationship of Perceived Importance of ICT With Reported Extent of Integration of ICT in Literacy Instruction
Figure 2. Relationship of Perceived Importance of ICT With Reported Extent of Integration of ICT in Literacy Instruction Figure 2. Relationship of Perceived Importance of ICT With Reported Extent of Integration of ICT in Literacy Instruction
Table 9. Intercorrelations and Other Descriptive Statistics for Variables in Path Analysis
Table 9. Intercorrelations and Other Descriptive Statistics for Variables in Path Analysis
Table 10. Bootstrap Analysis of Magnitude and Statistical Significance of Indirect Effects
Table 10. Bootstrap Analysis of Magnitude and Statistical Significance of Indirect Effects
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LiteracyTechnologyTeacher EducationInstructional TechnologyInformation Communication TechnologyNew literacy studiesNew LiteraciesDigital IdentityTechnology-enhanced LearningWeb 2.0 tools
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