The digital divide: Greek primary teachers’ conceptualizations

Abstract

The present paper aims to reveal teachers’ views on the digital divide. The research questions addressed teachers’ perceptions of the digital divide, the causes of the intra-social digital divide, and the consequences of digital competence. The method of participant selection adopted was purposive sampling. In total, 29 primary school teachers were selected, 10 male and 19 female of various age groups. The findings revealed that the teachers of the study conceptualize the digital divide in education through their own experience and their social representations, distinguishing the users of ICT regarding it (direct or indirect, non-users, and deniers of the digital divide), as well as the implications (positive and negative) it has on teaching practices and the teacher’s intrapersonal behavior. Intra-social factors (exogenous and endogenous), according to teachers, play a dynamic role in the formation of the digital divide.