Bridging the Digital Divide: Analyzing Teacher Technology Acceptance and Use in Underserved Regions

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Navigating the Landscape of Digital Divide in Education

Abstract

This study examines teacher technology acceptance in underserved regions, focusing on Behavioral Intention and Actual Use Behavior. Path analysis reveals Performance Expectancy and Effort Expectancy as significant predictors of Behavioral Intention, with Social Influence and Facilitating Infrastructures enhancing the former. A notable intention–behavior gap exists, with only 40.5% of teachers consistently using digital tools. School-Based Teacher Training significantly moderates this gap, unlike Government-Led Teacher Training. Qualitative data highlight barriers, including low digital literacy and inadequate Facilitating Support. Findings inform strategies to bridge the digital divide, emphasizing localized training and robust support systems.

Authors

• Wen Li, Beijing Normal University

• Rui Jiang, Beijing Normal University

• Qian Zhao, Beijing Normal University