Journal of Science Education and Technology

, Volume 22, Issue 3, pp 314-324

First online:

Middle School Science Teachers’ Confidence and Pedagogical Practice of New Literacies

  • Hui-Yin HsuAffiliated withSchool of Education, New York Institute of Technology
  • , Shiang-Kwei WangAffiliated withSchool of Education, New York Institute of Technology Email author 
  • , Lisa RuncoAffiliated withDepartment of Life Sciences, New York Institute of Technology

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Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students’ new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers’ confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers’ ICTs and new literacies skills, and randomly observed 15 teachers’ new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.


New literacies Scientific inquiry Middle school ICTs (information and communication technologies) Technology integration Pedagogical practice Mixed-methodology