Teacher Education and the Digital divide: A Quantitative Study of Teaching Strategies and Technology to Foster Learning
Abstract: This manuscript examined the digital divide at the intersection of teaching instructional modality and school settings. Quantitative analysis of more than 400 respondents revealed a significant relationship between how teachers in rural, urban, and suburban schools employed technology for various learning strategies. Urban teachers were significantly less likely to use technology within small-group instruction and cooperative learning. The results implied urban teachers were not as likely to view technology as a collaboration tool compared to their rural and suburban counterparts. However, no relationship between variables was found when it came to technology and individual or student-centered instruction. Taken together, the study found the digital divide continues to exist between school setting and technology. As today's pre-service teachers are digital natives, this research aims to help understand how to best utilize technology regardless of where they gain employment upon graduation. The results extend the literature of how the digital divide manifests itself daily in the classroom and may help lead to a larger conversation about how teachers, particularly those in urban schools during the COVID-19 pandemic, engage students with technology to promote a collaborative learning community whether in seated classes or online.
Presider: Elizabeth Langran, Marymount University