K-12 Teachers: Technology Use and the Second Level Digital Divide
Journal of Instructional Psychology Volume 38, Number 3, ISSN 0094-1956
This exploratory study examines differences in K-12 educators' use of technology for instruction across school economic factors. Survey data from 94 practicing K-12 teachers are analyzed. This study finds that schools' economic factors explain variation in how teachers use technology to promote higher-order thinking skills. Our findings support the existence of a Second-Level Digital Divide. The study also identifies a need for access to technology facilitators, as well as in-service training for practicing teachers on how to use technology to promote higher-order thinking skills. (Contains 5 tables.)
Reinhart, J.M., Thomas, E. & Toriskie, J.M. (2011). K-12 Teachers: Technology Use and the Second Level Digital Divide. Journal of Instructional Psychology, 38(3), 181-193.
Cited ByView References & Citations Map
Jonathan Schwartz, University of Hawaii West Oahu, United States; Zsuzsanna Szabo, Marist College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1158–1163
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