The DOI matches its Crossref record.
Do digital divisions still persist in schools? Access to technology and technical skills of teachers in high needs schools in the United States of America
Abstract
Technology use in schools has great potential to improve student learning outcomes. However, it is imperative that teachers possess a set of technical skills required to implement high‐quality technologies in the classroom. Research conducted during the late 1990s and the early 2000s had pointed to the existence of a digital divide that existed in schools within the United States of America (USA), with higher‐needs schools typically having less access to technology than their lower needs counterparts. The purpose of this paper is to examine whether there is any indication of current differences in technology access, skills and classroom integration practices as reported by teachers participating in an online professional development initiative. The researchers found that, while significant differences existed between teachers in high need and non‐high need schools in the USA, context is a vital component of considering any persisting digital divides.
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“Despite the dedication and passion displayed by academics and professors, there is still a great deal of indifference, uncertainty, and mistrust among students concerning online learning [40].”
From Digital Learning and Digital Institution in Higher Education (2023) · cites this paper as [40]
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Cited by
Digital Learning and Digital Institution in Higher Education
Alenezi, M. (2023) · Education Sciences · doi:10.3390/educsci13010088 · Cited by 376
Metadata
- Authors
- Chapman, L., Masters, J., & Pedulla, J.
- Affiliations
- Boston College (US)
- Corresponding author
- Chapman, Lauren
- Venue
- Journal of Education for Teaching
- Publisher
- Informa UK Limited
- Published
- 2010-03-17
- Volume
- 36
- Issue
- 2
- Pages
- 239-249
- ISSN
- 0260-7476 (ISSN-L)
- 1360-0540
- OpenAlex
- W2053995844
- Cited by
- 42
- References
- 0
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 5 · 2022: 4 · 2021: 1 · 2020: 6 · 2019: 1 · 2018: 1 · 2017: 3 · 2016: 2 · 2015: 4 · 2014: 2 · 2013: 2 · 2012: 5
- FWCI
- 15.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Education for Teaching International Research and Pedagogy (publishedVersion)
- Topics
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Education › Digital literacy in education
- Social Sciences › Education › Education and Communication Studies
- Keywords
- digital divide, high-need schools, teacher technical skills, educational technology integration, online professional development, school context, educational technology in schools
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