Digital divide and teaching modality: It’s role in technology and instructional strategies

Abstract

This quantitative study aimed to better understand how teachers implement technology in a variety of teaching modalities to enhance content delivery and student engagement. More specifically, it aimed to investigate the digital divide of technology usage based upon school setting and usage frequency. Responses were collected using a random sampling method of full-time K-12 public school teachers in a Mid-Atlantic state. The instrument was developed from prior research and examined educator usage frequency of instructional technology in urban, rural, and suburban schools dependent upon teaching modality. A total of 423 participants responded to the researcher-created questionnaire and yielded practical implementations for further study. The findings uncovered significant differences in usage frequency of rural, urban, and suburban teachers utilizing technology dependent upon modality (ex. cooperative learning, small group instruction, student-led research, problem-solving). Results of this investigation contribute to the field through an attempt to foster a discussion of disparities between the integration of technology and school setting. The purpose of this discussion is to identify gaps in the digital divide, apply frameworks geared toward equity, and create professional development opportunities for all educators to differentiate technology usage across multiple teaching modalities.

Equity in Edtech by Design

“…Persistent digital divides exacerbate existing socio-economic inequalities (Macgilchrist, 2019). The digital divide extends well beyond mere access to the internet and technology; it is recognized as a fundamental right by the UN (Kormos & Wisdom, 2023). Policy makers need to consider not only the persistent wider socio-economic issues posed by digital divide inequities, but also other overlooked and under-represented groups of users, as, for example, highlighted by Bright and Calvert (2023) regarding gifted students.…”

Journey to Smart Bangladesh: Realities and Challenges

“…For instance, GSMA 2020 data shows gender differences in mobile phone use and internet use, as well as differences in internet access between married and single people. Regional inequalities in digital access and proficiency have been found, with rural households having more access and proficiency (Kormos & Wisdom, 2023), which may create a potential barrier to the implementation of Smart Bangladesh.…”