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.
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TPACK Development in a Three-year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?
Nancy Staus, Henry Gillow-Wiles & Margaret Niess, Oregon State University, United States
Journal of Technology and Teacher Education Vol. 22, No. 3 (July 2014) pp. 333–360
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