Examining the Learner-Teacher Digital Divide: Implications for Learning in Basic Education Classes - Insights from Teachers in Botswana

The world has witnessed a technological revolution that has impacted almost all spheres of life. Technology is transforming the way people interact and do their everyday activities. This technological revolution has also transformed the teaching and learning space; now, the effectiveness of traditional teaching method is being challenged. However, technological advances are not universally available leading to a phenomenon called digital divided. In the classroom, empirical evidence has revealed a discrepancy between teachers and learners concerning ownership and use of technological devices. In some cases, teachers have more computer skills than learners; in other cases, learners are embracing technology more than their teachers. This disparity may serve to inhibit rather than facilitate learning.  The constructivist paradigm was applied to enhance the dependability of the data and the credibility of the inferences drawn from the data. Purposive sampling technique facilitated select of information-rich participants or teachers who were able to give a detailed account of the digital gap phenomenon in schools. Structured interviews and focus group sessions were used to capture the livid experiences and perspectives of the teachers. Diffusion of innovation theory, technological acceptance model and technological pedagogical content knowledge framework were also used to explain the level of technology acceptance in schools. The findings of the study pointed towards the existence of the digital divide with learners embracing technology much faster than the teachers. Younger teachers were reported to be interested in the use of technology more than long-serving teachers. The paper presents solutions aimed at reducing the digital gap.