The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers

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 integ...

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Main Authors: Goh, Debbie, Kale, Ugur
Other Authors: Wee Kim Wee School of Communication and Information
Format: Article
Language:English
Published: 2015
Subjects:
Online Access:https://hdl.handle.net/10356/80881
http://hdl.handle.net/10220/38874
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-808812020-03-07T12:15:49Z The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers Goh, Debbie Kale, Ugur Wee Kim Wee School of Communication and Information DRNTU::Social sciences::Education DRNTU::Engineering::Computer science and engineering::Computer applications::Social and behavioral sciences 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. Accepted version 2015-12-01T04:15:26Z 2019-12-06T14:16:32Z 2015-12-01T04:15:26Z 2019-12-06T14:16:32Z 2015 Journal Article 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. https://hdl.handle.net/10356/80881 http://hdl.handle.net/10220/38874 10.1080/1475939X.2015.1051490 en Technology, Pedagogy and Education © 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]. 39 pages application/pdf
institution Nanyang Technological University
building NTU Library
country Singapore
collection DR-NTU
language English
topic DRNTU::Social sciences::Education
DRNTU::Engineering::Computer science and engineering::Computer applications::Social and behavioral sciences
spellingShingle DRNTU::Social sciences::Education
DRNTU::Engineering::Computer science and engineering::Computer applications::Social and behavioral sciences
Goh, Debbie
Kale, Ugur
The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers
description 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.
author2 Wee Kim Wee School of Communication and Information
author_facet Wee Kim Wee School of Communication and Information
Goh, Debbie
Kale, Ugur
format Article
author Goh, Debbie
Kale, Ugur
author_sort Goh, Debbie
title The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers
title_short The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers
title_full The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers
title_fullStr The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers
title_full_unstemmed The urban–rural gap: project-based learning with Web 2.0 among West Virginian teachers
title_sort urban–rural gap: project-based learning with web 2.0 among west virginian teachers
publishDate 2015
url https://hdl.handle.net/10356/80881
http://hdl.handle.net/10220/38874
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