Educational policies, school leadership practices, and disparities in teachers’ digital literacy levels play a pivotal role in shaping the effectiveness of teacher professional development (TPD), thereby contributing to the internal digital divide within primary and secondary schools. Policies that inadequately address the need for equitable digital training, coupled with inconsistent leadership support at the school level, often result in unequal access to digital learning opportunities among teachers. While some teachers possess advanced digital competencies and are able to integrate technology effectively into their pedagogy, others—particularly those with limited digital literacy—struggle to adopt digital tools and platforms in their teaching practice. This disparity not only hinders the professional growth of less digitally proficient teachers but also affects student learning outcomes, as the quality of digital instruction remains uneven across classrooms. Consequently, the internal digital divide is perpetuated, underscoring the need for targeted and inclusive TPD programs that consider the varied digital readiness of teachers.
Some teachers appear to exhibit more profound competencies and comfort integrating technical devices into their lessons, while others struggle with challenges that comprise inadequate experience, a lack of automaticity when it comes to employing certain technologies or limited access to such tools (Ertmer, & Orono, 2010). These issues create a gap in performance, as students whose teachers are more experienced in using these devices often perform better. Moreover, there is a digital divide that varies depending on age, teaching experience, and the discipline. For example, teachers who teach science, technology, engineering, and mathematics courses are often more digitally literate than those teaching art, music, and other non-technical courses (Hew, & Brush, 2007). Thus, it is necessary for districts to offer comprehensive training, support, and technological resources to all educators in promoting a balanced and well-rounded approach to digital education (Tondeur, et al., 2017).
References
Ertmer, P.A., & Orono, B. (2010). From the Perceived to the Proven: A decade of Research on the Impact of Conceptual Change Multimedia Environments on self-regulation.
Hew, K.F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge and recommendations for future research. Educational technology research and development, 55(3), 223-252.
Tondeur, J., et al. (2017). Technological pedagogical content knowledge in teacher education: Insearch of a new curriculum. Teaching and Teacher Education, 64, 181-191.
Of course, and it is associated with people's capacity for innovation. Can you read "The Characteristic of Being Innovative as a Barrier to the Integration of ICT in the Classroom"
Yes, a digital divide among teachers within a school is a real and significant issue. It manifests as disparities in access to technology, varying levels of digital literacy, and unequal integration of digital tools into teaching practices. This divide can stem from differences in socioeconomic backgrounds, geographic locations (rural vs. urban), and even individual learning preferences and comfort levels with technology.
Yes, I agree that a digital divide exists among teachers within schools. Differences in access to technology, digital literacy skills, and comfort with using digital tools can create disparities in how effectively teachers integrate technology into their teaching. Addressing this gap through targeted professional development and equitable resource allocation is essential.
Yes, I agree that a digital divide exists among teachers within schools. This divide can manifest in varying levels of access to technology, such as computers, internet connectivity, or digital tools, as well as differences in digital literacy and training. For instance, a 2023 report from UNESCO highlighted that in many educational systems, older teachers or those in rural areas often lack the resources or skills to integrate digital platforms compared to their younger or urban counterparts. Posts on X also reflect this, with educators noting disparities in professional development opportunities, where some receive advanced training while others rely on outdated methods. This gap can affect teaching quality and student outcomes, underscoring the need for equitable access and support across the teaching workforce.
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