Wednesday, July 7
2:30-2:50 PM
EDT
Room 2

Digital Divide: A Case Study of Teachers’ Perspective of Technology Use in Rural Elementary Classrooms

Full Paper: Research Based (Live Presentation) ID: 58887
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    Parama Bhattacharya
    Indiana University, Bloomington

Abstract: Today K-12 classrooms include both access to and use of technology as a matter of both policy and necessity (Chapman, Masters, & Pedulla, 2010; Warschauer, Knobel, & Stone, 2004). The Elementary and Secondary Education Act of 2001 stated that schools need to mandatorily emphasize on technology integration in all areas of K–12 education (Barrett, Moore, & Slate, 2014; U.S. Department of Education, 2011). However, in K-12 the use of technology is not homogenous as it is affected by multiple factors like, policy, attitude and belief of teachers towards technology and geographical location of schools and students (Dolan, 2016). This dissimilarity in technology use could result in a digital divide which Warschauer (2011) describes as ‘social stratification due to unequal ability to access, adapt, and create knowledge’ using technology (p. 5). Through the lens of the digital divide, this qualitative, exploratory case study will investigate how teachers in rural elementary schools use technology in their classrooms.

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