Appel à participation: Sondage

Nous vous invitons à partager vos connaissances, vos compétences et votre expertise en ce qui concerne l’intégration de textes et d’outils numériques dans l’enseignement. Ce sondage est conçu pour répondre aux questions de recherche dans le cadre d’un projet de recherche sur des littératies numériques.

L’enquête Teaching Literacies with Technology (TLT) a été conçue pour éclairer notre compréhension de la façon dont les éducateurs et éducatrices, travaillant dans les classes de la maternelle (petite enfance) au 1er cycle (adultes) autour du monde, utilisent des textes et des outils numériques dans l’enseignement des littératies.

Les questions du sondage portent également sur le perfectionnement professionnel. L’enquête demande comment les enseignants ont appris l’intégration de la technologie pour soutenir l’apprentissage des littératies chez leurs élèves et étudiant.e.s. Il demande également aux enseignants d’identifier les types de développement professionnel dont ils ont le plus besoin.

L’enquête prend environ 15 minutes à compléter. Il demande aux répondants de décrire le travail qu’ils font et de fournir des informations sur leur préparation professionnelle en éducation. Les questions invitent également les répondants à évaluer leurs utilisations d’une gamme de technologies numériques à des fins personnelles et professionnelles.

Cliquez ici pour répondre au sondage sur les littératies en enseignement avec la technologie

Pour en apprendre le plus possible sur les façons dont les enseignants intègrent diverses technologies dans leur enseignement des littératies, une question demande aux répondant.e.s d’indiquer leur intérêt à une entrevue de suivi utilisant des outils de vidéoconférence en ligne. Ces entrevues approfondiront notre compréhension des pratiques actuelles et des besoins de perfectionnement professionnel les plus urgents pour les collègues en littératies à travers le monde.

Bien que nous ne puissions mener que des entrevues en anglais et en français pour l’instant, nous aimerions avoir la participation de collègues internationaux qui seraient intéressés à mener des entrevues dans d’autres langues. Veuillez nous contacter si vous souhaitez participer ou si vous pouvez nous aider à mener des entrevues.


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Teaching Literacies with Technology Survey

We invite you to share your knowledge, skills, and expertise as it relates to the integration of digital texts and tools in instruction. This survey is designed to answer the research questions as part of the Digitally Literate Research Project.

The Teaching Literacies with Technology (TLT) survey has been designed to inform our understanding of how educators, working in K-16 classrooms around the world, use digital texts and tools in literacies instruction.

Survey questions also focus on professional development. The survey asks how teachers have learned about technology integration to support literacies learning. It also asks teachers to identify the kinds of professional development they need most.

The survey takes about 15 minutes to complete. It asks respondents to describe the work they do, and to provide information about their professional preparation in education. Questions also invite respondents to evaluate their uses of a range of digital technologies for personal and professional purposes.

This version of the survey is in English. We will release versions in other languages over the upcoming weeks. Stay tuned to this website. We would also appreciate expertise in the field that can assist with translation, and spreading this work globally.

Click Here to take the Teaching Literacies with Technology Survey


To learn as much as we can about the ways that teachers integrate diverse technologies in their literacies teaching, the survey invites respondents to indicate whether they would be interested in a follow-up interview using online video conferencing tools. These interviews will deepen our understanding of current practices and the most pressing professional development needs for literacies colleagues around the world.

Although we can only conduct interviews in English and French for now, we would welcome the involvement of colleagues around the world who would be interested in conducting interviews in other languages. Please contact us if you have an interest in participating or helping in any capacity.

Are we getting what we are after? Our validation process

Multiple revisions and notes took place both digitally and on paper
Multiple revisions and notes took place both digitally and on paper

Preparation of the Teaching Literacies with Technology Survey was a lengthy process. From collaborating with peers to add the content, to validating with experts in the field, to taking the feedback and rebuilding the survey, the process took almost eight months before we were ready to launch the survey. I joined the Digitally Literate Research Team in October 2015, in the midst of the final revisions of the survey prior to validation and preparing applications for each institution’s research ethics boards.

The initial survey was put together by Michelle Schira Hagerman, Ian W. O’Byrne, Denise Johnson, and Greg McVerry. This initial survey was combed through by myself (Heather), Michelle, and Ian. We wanted to make sure we covered basic demographic information, facets of technology use within and outside of work, and educators’ own digital literacy knowledge/skill.

Discussions at this stage between the research team consisted of whether we were truly capturing educators digital literacy skills and teaching practices, the wording and tone of questions, and the repetitiveness of questions. Here we made some minor adjustments, and opted to put the demographics at the end to the survey. This decision was made to ensure that should participants only fill out a portion of the survey, we had usable data about their teaching practices. However, we reexamined this decision later on for validation purposes, which I will discuss later.

Once we were comfortable with the survey, we invited close to 40 practitioners and scholars to provide feedback on the survey. We received 31 responses. From this feedback, I was tasked with summarizing the comments, and formulating a plan of attack to improve the survey. Validators provided feedback at the end of each page of the survey. From this we combed through the survey, page by page, question by question.

Informed Consent

The feedback we received for the informed consent questioned the the length of this content. However, we were unable to change much of the content as it contains all the information that our respective Institutional Review Board (IRB) and Research Ethics Board (REB) required. However, as suggested, we did add clarifying language regarding the target audience for the survey “You are invited to participate in a research study because you are a PK-16 educator who may use instructional technologies as part of literacy instruction”. We also added headings to help direct the readers through the letter in a more systematic way. Finally, one of the most common points of feedback we received was that the survey would not take 60 minutes, as we had stated in the first informed consent letter. Validators reported that it would probably take about 30 minutes, and listing 60 minutes may turn educators away from wanting to participate in the study.


Despite our thoughts about moving the demographics to the end of the survey, many of the validators questioned this, and felt it would be best to place it at the start. After discussing, we agreed, as this would allow us to systematically ensure that those participants who completed the survey were not characteristically different from those who did not fully complete the survey. Thus, this would add to the reliability of our anticipated analyses.

It was also suggested that we add questions about experience and grades being taught. As this is a global survey, we opted to ask what age group educators were teaching, as to avoid confusion between various countries grade systems. Based on the feedback we also added questions on where the educators were from, teaching, and the languages in which they taught and spoke.

Again we clarified some of the language, for example the type of institution in which participants were teaching was clarified from public and private to: Publicly funded by taxpayers; Private institution, not funded by government; and Other: [please specify]. We also added a description to help prompt respondents for the question “Please describe your current role”.

Main content

The main content of the survey underwent a fairly major overhaul after the validation feedback came in. One of the major adjustments was the addition of digital literacy specific questions. There was some feedback that we had not adequately captured educators’ digital literacy skills and how they implemented digital literacy education within the classroom, and we had to agree. There was a heavy focus on how educators’ used technology but not enough on digital literacy itself. So we added questions regarding theoretical approaches that educators may use to teach digital literacy and integrate technology. Additionally we added survey items regarding educators’ encourage their students to Use, Participate and Create in a digital world.

We initially had the question:

How, if at all, does the use of instructional technology positively impact students’ non-academic outcomes (e.g., social-emotional, behavioral, motivational)? (Select all that apply.)

  • The physical safety of students has improved.
  • Students are more actively engaged in class.
  • There are fewer classroom issues.
  • Improved classroom climate.
  • Increased time on task.
  • Students’ interactions with each other are more positive.
  • Other (please specify)

This question was altered so as to remove the positive lean of the question, to assess whether educators thought instructional technology impacted these factors in a positive or negative way. Each option was rated on a likert scale from negative to positive impact on student outcomes.

Additionally, we added examples throughout to aid in clarification. We also elaborated and generalized the applications that educators may be using within their daily personal and professional lives. We opted to move away from name brands where alternatives were available For example, we had originally included Microsoft word as an option, but generalized for word processing applications, so as to include Google Docs, Open Office, etc.

The biggest comment about the main content of the survey was the organization. Specifically, there was a lack of flow. The reviewers expressed that similar questions were scattered throughout, and it was difficult to assess which topics were being explored. Once we had reviewed and integrated all of the feedback the survey was printed off to be able to view the survey as a whole. This allowed me to visually group similar questions. Once this stage was done, Michelle and myself reviewed the survey, to ensure that the order of items seemed logical.

Overall, we aimed to assess how and which technologies that educators were using within the classroom, and at home, their digital literacy skills, and how they were fostering digital literacies in their students. We also wanted to include a short section on what potential barriers educators were facing in implementing technologies and digital literacy skills within the classroom. From the survey responses we can not only gain a better understanding of how educators from around the world teach digital literacy, but can then select participants to for the second stage of the research, the in depth interviews, where we will be able to further explore how educators are teaching digital literacies.