The digital divide in inclusive classrooms

Badriya AlSadrani, Mohammed Alzyoudi, Negmeldin Alsheikh, Elazab Elazab Elshazly

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

The digital divide affects equity in inclusive classrooms. It can create a gap in accessing information-communication-technology (ICT) resources or inequalities in skills and effective use. The present study is a qualitative SWOT analysis; it explores teachers' views on access and use issues that widen the digital divide in inclusive classrooms in the UAE. Six teachers from intermediate and secondary-level schools were interviewed to identify the strengths, weaknesses, opportunities, and threats associated with ICT use and access in their inclusive classrooms. The semi-structured interviews were analyzed, using thematic analysis. The study found that, although all of the students, irrespective of disabilities, have equal access to ICT resources, various factors-including a lack of training, insufficient resources, heavy workloads, and a shortage of human resources-are expanding the digital divide in inclusive classrooms. This study discusses ways to overcome the challenges and implications; it recommends research avenues for future studies.

Original languageEnglish
Pages (from-to)69-85
Number of pages17
JournalInternational Journal of Learning, Teaching and Educational Research
Volume19
Issue number3
DOIs
Publication statusPublished - Mar 1 2020

Keywords

  • Digital divide
  • Disabilities
  • ICT
  • Inclusive classroom
  • SWOT

ASJC Scopus subject areas

  • Education

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