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Examining the “Digital Divide”: A Study of Six Pre-service Teachers’ Experiences with ICTs and Second Language Education

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  • Francis Bangou

    (University of Ottawa, Canada)

Abstract

Since the concept of “digital divide” first appeared, many researchers have argued for a more nuanced definition that highlights its complexities and better reveals its impact on the appropriation of ICTs. In this paper, the author analyzes the experiences of six Master of Education (M.Ed.) pre-service teachers learning to integrate ICTs into their practice. These case studies demonstrate how novice teachers’ learning processes can be impacted by the unequal distribution of the temporal, material, mental, social, and cultural resources available (van Dijk, 2005). A number of pedagogical and curricular recommendations for the M.Ed. program are then provided.

Suggested Citation

  • Francis Bangou, 2010. "Examining the “Digital Divide”: A Study of Six Pre-service Teachers’ Experiences with ICTs and Second Language Education," International Journal of Information Communication Technologies and Human Development (IJICTHD), IGI Global, vol. 2(4), pages 27-41, October.
    • Handle: RePEc:igg:jicthd:v:2:y:2010:i:4:p:27-41
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