Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/80881
Title: The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers
Authors: Goh, Debbie
Kale, Ugur
Keywords: DRNTU::Social sciences::Education
DRNTU::Engineering::Computer science and engineering::Computer applications::Social and behavioral sciences
Issue Date: 2015
Source: Goh, D., & Kale, U. (2015). The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers. Technology, Pedagogy and Education, 1-22.
Series/Report no.: Technology, Pedagogy and Education
Abstract: To overcome the digital divide in West Virginia, schools are urged to integrate emerging information and communication technologies (ICTs) such as Web 2.0 and alternative pedagogies to develop students’ twenty-first-century skills. Yet, the potential effects of the digital divide on technology integration have not necessarily been part of planning for professional development programmes. As a first step to identify the potential digital divide between rural and urban school settings, this study examined West Virginian teachers’ Web 2.0 access levels – namely, motivation, physical, skills and usage accesses. Analysis of the survey responses from 161 teachers suggested that the divide persisted at physical and usage access levels, signifying teachers’ unique needs and conditions for the use of emerging technologies. While teachers’ usage access was observed to be a significant factor for their Web 2.0-associated project-based learning, attending professional development programmes seemed to minimally benefit such practices.
URI: https://hdl.handle.net/10356/80881
http://hdl.handle.net/10220/38874
DOI: 10.1080/1475939X.2015.1051490
Schools: Wee Kim Wee School of Communication and Information 
Rights: © 2015 Association for Information Technology in Teacher Education. This is the author created version of a work that has been peer reviewed and accepted for publication by Technology, Pedagogy and Education, Association for Information Technology in Teacher Education. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [http://dx.doi.org/10.1080/1475939X.2015.1051490].
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:WKWSCI Journal Articles

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