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Contrasting Instructional Technology Adoption in K-12 Education to Promote Digital Equity

Contrasting Instructional Technology Adoption in K-12 Education to Promote Digital Equity

Erik Kormos, Liliana Julio
Copyright: © 2020 |Volume: 15 |Issue: 3 |Pages: 12
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781799803980|DOI: 10.4018/IJWLTT.2020070102
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MLA

Kormos, Erik, and Liliana Julio. "Contrasting Instructional Technology Adoption in K-12 Education to Promote Digital Equity." IJWLTT vol.15, no.3 2020: pp.19-30. http://doi.org/10.4018/IJWLTT.2020070102

APA

Kormos, E. & Julio, L. (2020). Contrasting Instructional Technology Adoption in K-12 Education to Promote Digital Equity. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 15(3), 19-30. http://doi.org/10.4018/IJWLTT.2020070102

Chicago

Kormos, Erik, and Liliana Julio. "Contrasting Instructional Technology Adoption in K-12 Education to Promote Digital Equity," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 15, no.3: 19-30. http://doi.org/10.4018/IJWLTT.2020070102

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Abstract

This quantitative study examined the frequency of usage and teacher perception of educational technology by K - 12 public school teachers in three geographic settings: urban, rural, and suburban. The objective aimed to uncover any significant relationship between variables in an effort to better understand trends in the professional environment. A survey of 2,200 educators in a Mid-Atlantic state revealed significant differences of perception and usage. The inquiry discovered teachers from urban schools trailed suburban and rural schools in nearly all objectives. Suburban schools reported the highest perception levels of technology effectiveness, trailed consistently by their rural peers. Current teachers, administrators, and teacher educators may utilize this research to personalize technologies for their student population and develop strategies to increase teacher perception of technology, particularly in the urban setting.