Modelling the Digital Divide within the Educational Value Argument
Nikakis, C.
Abstract:
With educational technology value arguments being pushed by government and community and coupled with the increasing rivalry provided by the global corporatisation of education there is an imperative to get greater outcome driven value from educational technology uptake. Educational technology uptake as described by Cuban, Somekh, Weston & Bain is a complex holistic issue with various stakeholder groups involved. The willingness of the teacher to effectively use new technology in his or her teaching is central to this. How this decision is affected by Prensky’s inadequately empirically confirmed digital divide argument has not been sufficiently investigated. This paper seeks to review the digital divide in the modern context using the tools of technology uptake bringing new insight into the complex holistic educational technology acceptance decision.
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APA citation
- Nikakis, C. (2013). Modelling the Digital Divide within the Educational Value Argument. International Journal of Social Sciences, II(1), 35–54.