| As documented by the United States Department of Commerce in a series of reports, a digital divide exists between those in this country who have access to technology and those who do not. Researchers have expanded that definition to include access and the ability to use technology effectively. Technology standards help teachers design lessons that use technology effectively and creatively. Studies describe the positive effect that teachers can have by using these lessons to bridge the digital divide that affects their students. Researchers show that teachers' beliefs in the power of technology can affect their ability to use it effectively. The purpose of this study was to explore the events, beliefs, attitudes, and programs that contribute to the development of a technology capable educator willing to bridge the digital divide. Data collection focused on these factors: (1) the subjects' attitudes toward computers, technology knowledge, and teaching skills and (2) the subjects' actual teaching and technology skills.; This study employed qualitative research techniques for an in-depth study of two middle school teachers who also teach in urban, after-school computer programs. The teachers were interviewed, formally assessed on their technology attitudes and skills, and were observed as they taught. The study paid particular attention to the Engaged Learning Indicators in the classroom observations.; Findings of this study suggest that while technology teachers who teach in afterschool programs have similar attitudes toward the role of technology in education, they can have different attitudes in their approaches to bridging the digital divide. In contrast, the findings suggest that a teacher's technology capability, joy in teaching, and Diane M. Smoot 2 confidence in students' ability to benefit from technology affect the teacher's desire and ability to bridge the digital divide. |
