Bridging the Digital Divide: A Study on Digital Technology Access among Secondary School Teachers
Acceptance: 16/04/2026
Published: 08/05/2026
Abstract
The digital divide indicates the gap between people who have strong access to information and communication technologies (ICT) and people who have no or limited access to the technologies. The numerous forms of this digital divide can exacerbate social inequalities by hindering or enhancing social and economic capital of people, thus affecting their competence to participate in the society. Within the paradigm of the twenty-first century, the digital divide has been considered a critical concern when it comes to social justice; some researchers have even termed it as one of the causes of poverty, thus introducing the term of digital poverty. The current study falls into the category of a descriptive study as it involves the current situation with regard to the use of digital technology by secondary school teachers. The sample participants in this research are secondary school teachers who have been in teacher education programs. The convenience sampling method was used to conduct the sampling. The sample for this study consists of 80 teachers. The current study used the Faculty’s Information and Communication Technology Access (FICTA) Scale to measure the teachers' access to information and communication technology. The reliability of the scale was confirmed by cronbach alpha, which showed that it had good reliability (α = .870). The results revealed that male teachers had slightly higher scores compared to female teachers, although it was very minimal. The study revealed that urban teachers had considerably higher access to digital technology compared to teachers in rural areas. Private school teachers had significantly higher access compared to teachers in government schools. Moreover, it was found that there were differences in teachers' access to digital technology based on age, where younger teachers had higher scores compared to older teachers.
Author Name:
Mohmad Amir Khan & Dr. Pettala Ramakrishna
Pages:
172-180
DOI Number:
10.5281/zenodo.20077808
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Writer Name
Mohmad Amir Khan & Dr. Pettala Ramakrishna
Pages
172-180
DOI Numbers
10.5281/zenodo.20077808
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