ERIC Number: EJ1171191
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0738-0569
EISSN: N/A
The Unseen Digital Divide: Urban, Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies
Kormos, Erik M.
Computers in the Schools, v35 n1 p19-31 2018
This quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school setting. A survey of 2,200 school teachers in a Mid-Atlantic state revealed significant differences of usage and perceived effectiveness among respondents. The research found teachers from urban schools trailed rural and suburban schools in usage and perception. Suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as work focus on improved use of technology, particularly in the urban classroom.
Descriptors: Classroom Techniques, Web Based Instruction, Statistical Analysis, Technology Integration, Technology Uses in Education, Incidence, Rural Urban Differences, Public School Teachers, Teacher Attitudes, Usability, Instructional Effectiveness, Educational Technology, Teacher Surveys, Online Surveys, Comparative Analysis, Database Management Systems, Formative Evaluation, Classroom Communication, Access to Computers, Participant Satisfaction, Teaching Methods, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A