The Unseen Digital Divide: Urban, Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies

Kormos, Erik

doi:10.1080/07380569.2018.1429168

Cited by 40 publications

(26 citation statements)

References 2 publications

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“…Kale and Goh's (2014) study on teachers from rural and urban areas revealed that despite holding similar beliefs about technology integration and having the same access to Web 2.0 tools, the rural teachers made little use of these tools compared to urban teachers. In Kormos' (2018) study, a comparison of urban, rural and suburban teachers' use of web-based applications showed these tools were utilized more by suburban teachers compared to teachers from the other two groups. Wood and Howley (2012) found that suburban teachers' use of technology were more sophisticated compared to teachers from rural or urban schools.…”

Section: A Factors Affecting Effective Ict In Education Implementationmentioning

confidence: 96%

“…Recent literature highlights the divide in terms of educational setting including the rural and urban areas (Howley, Wood & Hough, 2011;Kale & Goh, 2014;Kormos, 2018;Wood & Howley, 2012). Kale and Goh's (2014) study on teachers from rural and urban areas revealed that despite holding similar beliefs about technology integration and having the same access to Web 2.0 tools, the rural teachers made little use of these tools compared to urban teachers.…”

Section: A Factors Affecting Effective Ict In Education Implementationmentioning

confidence: 99%

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Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives

Zainal¹,

Zainuddin²

2020

DER

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Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the evaluation studies on large scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools programme to the incorporation of the Frog Virtual Learning Environment in classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analysed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.

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Section: A Factors Affecting Effective Ict In Education Implementationmentioning

confidence: 96%

Section: A Factors Affecting Effective Ict In Education Implementationmentioning

confidence: 99%

Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives

Zainal¹,

Zainuddin²

2020

DER

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“…Like their nonrural counterparts, rural teachers who spend more time on professional development have greater pedagogical knowledge, suggesting increasing professional development time may boost knowledge of instructional practices (Glover et al, 2016). In a quantitative study investigating the technology use and perceptions of teachers in different communities, those in suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers (Kormos, 2018). Teacher educators can benefit from this insight in identifying effective technologies and working to improve the use of technology in preparatory courses.…”

Section: Professional Developmentmentioning

confidence: 99%

“…Using technology to impact teaching and learning is common in most classrooms (Lemon, 2016). The benefits of the technological experience for students is evident in research (Cheung & Slavin, 2012;Kormos, 2018); however, the theoretical concepts for teaching and learning are strained by the inequity of resources in rural communities, teaching capacity in schools, and the technology literacy of teachers and students. Communities of practice (CoPs) offer a theoretical framework for involving in-service teachers in instructional practices, including the use of Twitter, to help address the challenges of rural educators.…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…High poverty rates are common in rural settings, which have a negative impact on teacher salaries and technological resources (Miller, 2012). While rural teachers report high perceptions of the impact of technological resources on teaching and learning (Kormos, 2018), slow Internet speeds in rural areas may inhibit their access (Redding & Walberg, 2012). According to Sundeen and Sundeen (2013), the access to technology in rural school districts is limited by funding options, availability, and capacity for usage.…”

Section: Strengths and Challenges Of Rural Schoolsmentioning

confidence: 99%

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Globally Connected

Zimmerle

Lambert

2019

tpre

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Rural teachers face unique challenges, including limited resources, professional development, and support, leading many to quit the profession, especially new teachers. As the problem of rural teacher retention swells, teacher educators may find the social media tool Twitter useful in preparing novice teachers for teaching in rural communities. This article examines current practices in preparing rural preservice teachers, as well as strengths and challenges of rural schools. Previous research into using Twitter to support preservice teachers’ access to resources, professional development opportunities, and emotional needs in the teacher education program and beyond are highlighted. Guidelines for using Twitter with rural preservice teachers are also provided, including rural education hashtags, professional Twitter users, and the only known Twitter chat for rural education supporters.

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Dealing with the day‐to‐day: Harnessing school climate to address the effects of student victimization on academic performance

Cuellar

Coyle

Weinreb

2021

Psychology in the Schools

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Research suggests that parents and principals perceive school shootings as one of the leading threats to school safety and among the most likely hazardous events that would affect safety at school. However, exposure to nonfatal victimization, such as fighting, threats, theft, vandalism, bullying, hate crimes, and gang activity, has become far more common in today's schools. Using data from students in eight schools across one urban school district in the northeast United States, this study examines within‐school differences in the relationships among student‐level indicators of victimization, school climate, and academic outcomes, with an exploratory focus on interactions of school climate with victimization in predicting different academic outcomes. Results suggest student victimization was negatively associated with school connectedness (Engagement). However, students who reported feeling more connected to their school had significantly higher attendance rates, reported less victimization, and improved academic performance. Results also indicated that students' connectedness impacted the relationship between victimization and academic performance; the association between victimization and academic performance was positive for students who felt less connected to their school, and negative for students who reported more connection to their school. Findings are discussed within the context of promoting student access to, and engagement in, targeted behavioral supports and interventions.

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The Unseen Digital Divide: Urban, Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies

Cited by 40 publications

References 2 publications

Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives

Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives

Globally Connected

Dealing with the day‐to‐day: Harnessing school climate to address the effects of student victimization on academic performance

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