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The role of teacher practices and classroom characteristics on the "digital divide" in students’ usage of technology tools: A Multilevel Analysis
Article

, Lewis University, United States ; , Cleveland State University, United States

CITE Journal Volume 5, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The study examined the role student, teacher/classroom, and school characteristics play on the "digital divide" in access and utilization of various technology tools among elementary school students. Survey data was collected from 1,027 fourth- and fifth-grade students in 48 classrooms in northeastern Ohio. A two-level hierarchical linear model (Raudenbush & Bryk, 2002) was used to examine the extent to which teacher/classroom, school, and home variables can predict the average classroom usage of specific technology tools. Data analysis in this study by specific type of computer tools showed that, in general, students tend to use technology tools for individual/personal practices rather than for instructional activities. Students' usage of word processing, interactive, and productivity tools was significantly lower in schools located in urban and rural areas than those in suburban communities. The results also indicated that school location, school technological support, and teachers’ beliefs about technology were significant predictors of the classroom student usage-gap of productivity tools between those who have and those who do not have access to computers at home. Teachers’ level of experience was also found to relate significantly to the students’ usage of computer tools.

Citation

Jin, S. & Bagaka, J. (2005). The role of teacher practices and classroom characteristics on the "digital divide" in students’ usage of technology tools: A Multilevel Analysis. Contemporary Issues in Technology and Teacher Education, 5(3), 318-329. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 14, 2019 from .

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