You are here:

The Digital Divide in Classrooms: Teacher Technology Comfort and Evaluations

Computers in the Schools Volume 30, Number 3, ISSN 0738-0569


A disconnect exists between students' comfort with using technology for learning and teachers' comfort in using technology for teaching. Students report the desire for more engaging technology-based assignments. Teachers cite multiple reasons for their hesitancy to use technology in their teaching. The current study investigates whether this disconnect has implications for students' evaluations of their teachers. Using data from 101 high school students, researchers found that students' perceptions of their teachers' comfort with technology impacts their evaluations only when student affect for technology is high. Implications for how this might impact teacher evaluations and directions for future research are discussed.


Dornisch, M. (2013). The Digital Divide in Classrooms: Teacher Technology Comfort and Evaluations. Computers in the Schools, 30(3), 210-228. Retrieved October 18, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact