Community-School Access to Technology: Implications for Professional Development to Close the Divide in Education and Teacher Training
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Pittman, J., Perna, D. & Phye, G. (2003). Community-School Access to Technology: Implications for Professional Development to Close the Divide in Education and Teacher Training. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2100-2107). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18360.
Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
This paper is an analysis of a revolving five-year study about how to expand leadership in the minority educator community and schools. New leadership may help to bridge the widening gap between teachers from minority groups and White teachers in distressed schools who lack professional development in new technologies and telecommunications as educational tools. Findings from an Educational Testing Service Study, The Academic Quality of Prospective Teachers: The Impact of Admissions and Licensure Testing revealed that minorities score disproportionately low to other groups (ETS (1999). Findings from a Digital Divide Study, Community Access to Technology in Cincinnati, Ohio's urban community and schools found that teachers in the city's urban public schools were not prepared to integrate new technologies and especially the Internet into instruction to achieve new standards.
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