Unmasking Technology Skills Divide (TSD) as an Emerging Digital Divide Within the ICT Framework

The digital divide is a common term used to describe the inequalities that exist with respect to the use of Internet and other telecommunication services, but as these inequalities lessen with more availability of information communication technology (ICT) and mobile devices, a new complication arises in the form of technology skills divide (TSD). The researchers sought to address TSD in a manner like that of the digital divide. They looked to modeling technology skills for high school teachers in an era of exponential growth in ICT and how this can create a rise in TSD for high school teachers in the United States. Through a research synthesis, using data from a study conducted by PBS in 2012 on “teacher technology use”, the researchers found TSD can be viewed as an entropy in technology skills of teachers created by the rapid changes and exponential growth in ICT. Specific technology needs and demands vary across business/industry and many industries have specific needs that are unique to their organization. Technology as a tool is used to increase productivity and should be infused and integrated with the curriculum to enhance student learning. Innovations in ICT has resulted in new technological skills, new attitudes, new learning styles, and new expectations regarding technology in the classroom. In this poster the researchers examine phases of TSD modeled against that of the Digital Divide framework. This research intends to be a practical step towards advancing theory, practice, and policy regarding TSD. MethodsData was pulled form two sources: (1) Study by PBS on ‘teachers technology use’ which surveyed 503 US Pre-K-12 teachers in a web-based interview with a marginal error of +/- 4.4% at a 95% confidence level. (2) Through the United States Department of Education and the National Center for Education Statistics, titled “Teachers’ Use of Educational Technology in U.S. Public Schools, 2009”.