Digital divide among higher education faculty

International Journal of Educational Technology in Higher Education

Kamal Ahmed Soomro¹  Mete Akcaoglu²  Reagan Curtis³  Ugur Kale³  Malayna Bernstein³ 

[1] Department of Education, Institute of Business Management (IoBM);Department of Leadership, Technology & Human Development, College of Education, Georgia Southern University;Department of Learning Sciences and Human Development, College of Education and Human Services, West Virginia University;

关键词: Access to technology;    Digital divide;    Digital equity;    Faculty;    ICT;   

DOI  :  10.1186/s41239-020-00191-5

来源: DOAJ

【 摘 要 】

Abstract Digital divide centers on access to various dimensions of information and communication technology (ICT) including physical access, motivation, skills, and actual usage of digital technologies. This divide tends to be even wider in the context of developing countries. Yet, there is a lack of literature on the digital divide among the faculty who teach in higher education settings. Thus, as a preliminary effort, by using a 57-item Faculty’s ICT Access (FICTA) scale, we investigated the digital inequalities (at the physical, motivational, skills, and usage levels) among Pakistani faculty in respect of their personal and positional categories. We also examined the relationship between faculty’s instructional usage of ICT and other dimensions of their ICT access. The findings revealed that there were significant differences in the faculty’s access to technology at the four levels in respect of their personal and positional categories. Further, the findings of the study shed light on the theoretical implications of the framework of successive kinds of ICT access suggested by van Dijk (The deepening divide: inequality in the information society, 2005).

【 授权许可】

Unknown