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The digital environment has been developing rapidly, and the use of Information and Communications Technology (ICT) in education is gaining importance. However, new methodologies and training for teachers are needed to integrate ICT properly in educational institutions (Guillén-Gámez et al., 2020). Therefore, the integration of ICT proves to be challenging mainly because of the digital gap. The main reasons for this gap are generational, perceptional, motivational, and lack of resources, training, and administrative support. Additional reasons are students’ lack of access to digital technology, the digital illiteracy of students’ parents, and families’ low-income levels.
The generational digital gap concerns teachers from the older generation that are not accustomed to digital technology. Prensky coined the concept, and it compares digital natives “who grew up in a digital environment” and digital immigrants “who were born before the digital age” (Li, 2016, p. 193). Digital immigrants are introduced to digital technology in adulthood; therefore, ICT may seem alien to such teachers, making the learning process hard.
The perceptional reason may correspond to the generational gap but mostly relates to the conservative attitudes of some teachers. Thorvaldsen and Madsen (2021) note the ongoing debate on the usefulness of ICT in education. Conservative attitudes result in poor use or even non-use of ICT. Similarly, motivation to use ICT can be hindered by time constraints as teachers need to learn and implement technology while performing their work (Zehra & Bilwani, 2016). Teachers’ digital incompetence is directly related to teachers’ unwillingness to learn ICT due to the absence of motivational support from the administration.
Lastly, a lack of resources and training contributes to the teachers’ digital gap. Zehra and Bilwani (2016) conducted a study examining and comparing the attitudes of mediocre and elite school teachers toward ICT. Most teachers have felt positive about integrating digital technology, but the integration itself is challenging due to a lack of resources (Zehra & Bilwani, 2016). The training to narrow the digital gap is the second challenge that educational authorities must address, but their support regarding ICT is often inadequate.
In conclusion, the digital gap is due to insufficient resources and training provided to teachers, as well as generational, perceptional, and motivational reasons. Administrations should address the difference between the skills required to integrate ICT and actual teachers’ skills and persuade teachers that ICT in education is beneficial (Li, 2016). The main reasons for teachers’ digital gap must be resolved to meet the rising demand for ICT in educational institutions.
References
Guillén-Gámez, F. D., Mayorga-Fernández, M. J., & Álvarez-García, F. J. (2020). A study on the actual use of digital competence in the practicum of education degree.Technology, Knowledge and Learning, 25, 667–684.
Li, Y. (2016). Is teacher professional development an effective way to mitigate the generational digital gap? The result of a 3-year statewide teacher professional development. Journal of Education and Training Studies, 4(2), 193–197.
Thorvaldsen, S., & Madsen, S. S. (2021). Decoding the digital gap in teacher education: Three perspectives across the globe. In M. J. Hernández-Serrano (Ed.), Teacher education in the 21st century: Emerging skills for a changing world. IntechOpen.
Zehra, R., & Bilwani, A. (2016). Perceptions of teachers regarding technology integration in classrooms: A comparative analysis of elite and mediocre schools. Journal of Education and Educational Development, 3(1), 1–29.
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