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Navigating the Digital Divide: An In-Depth Exploration of ICT Devices, Knowledge, Belief, Usage, and Attitude in Educational Settings

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Title: Navigating the Digital Divide: An In-Depth Exploration of ICT Devices, Knowledge, Belief, Usage, and Attitude in Educational Settings
Language: English
Authors: Zhansaya Bakytbekova (ORCID 0009-0008-0634-0491), Mary F. Rice (ORCID 0000-0002-8138-512X), Esad Esgin (ORCID 0009-0005-0132-9857), Guldina Kamalova (ORCID 0000-0001-6406-8897), Shirinkyz Shekerbekova (ORCID 0000-0003-4778-4132)
Source: Contemporary Educational Technology. 2026 18(2):654.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Information Technology, Handheld Devices, Technology Uses in Education, Technology Integration, Teacher Attitudes, Computer Attitudes, Technological Literacy, Foreign Countries, Gender Differences, Instructional Program Divisions, Preservice Teachers, Knowledge Level, Beliefs, Ownership, College Students, Computers, Telecommunications
Geographic Terms: Kazakhstan
ISSN: 1309-517X
Abstract: Information and communication technologies (ICT) play an increasingly important role in modern education, shaping how teachers access information, design instruction, and support student learning. Understanding the factors that influence ICT engagement among teachers is therefore critical for effective technology integration. This study explored the relationships between demographic factors, technology ownership, and teachers' knowledge, beliefs, usage, and attitudes toward ICT in educational settings. The study involved 160 university students from Almaty, Kazakhstan, who completed a comprehensive survey assessing their ICT device ownership, knowledge, usage frequency, and attitudes toward ICT. Mediation analysis was conducted to investigate the role of beliefs in the relationship between attitudes and ICT usage. The findings revealed significant correlations between ICT knowledge, attitudes, and usage. Although beliefs about ICT partially mediated the relationship between attitudes and usage, attitudes had a substantial direct effect on ICT usage. Gender and grade level did not show significant differences in ICT engagement. The findings suggest that fostering positive attitudes towards ICT among teachers is crucial for enhancing its integration in educational settings. These findings provide practical views about teacher education and policy by highlighting the importance of increasing positive attitudes toward ICT to support more effective and meaningful integration of technology in educational settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1511519
Database: ERIC
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  Data: Navigating the Digital Divide: An In-Depth Exploration of ICT Devices, Knowledge, Belief, Usage, and Attitude in Educational Settings
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  Data: <searchLink fieldCode="AR" term="%22Zhansaya+Bakytbekova%22">Zhansaya Bakytbekova</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-0634-0491">0009-0008-0634-0491</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+F%2E+Rice%22">Mary F. Rice</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8138-512X">0000-0002-8138-512X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Esad+Esgin%22">Esad Esgin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-0132-9857">0009-0005-0132-9857</externalLink>)<br /><searchLink fieldCode="AR" term="%22Guldina+Kamalova%22">Guldina Kamalova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6406-8897">0000-0001-6406-8897</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shirinkyz+Shekerbekova%22">Shirinkyz Shekerbekova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4778-4132">0000-0003-4778-4132</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Educational+Technology%22"><i>Contemporary Educational Technology</i></searchLink>. 2026 18(2):654.
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: <searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Ownership%22">Ownership</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computers%22">Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink>
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  Data: Information and communication technologies (ICT) play an increasingly important role in modern education, shaping how teachers access information, design instruction, and support student learning. Understanding the factors that influence ICT engagement among teachers is therefore critical for effective technology integration. This study explored the relationships between demographic factors, technology ownership, and teachers' knowledge, beliefs, usage, and attitudes toward ICT in educational settings. The study involved 160 university students from Almaty, Kazakhstan, who completed a comprehensive survey assessing their ICT device ownership, knowledge, usage frequency, and attitudes toward ICT. Mediation analysis was conducted to investigate the role of beliefs in the relationship between attitudes and ICT usage. The findings revealed significant correlations between ICT knowledge, attitudes, and usage. Although beliefs about ICT partially mediated the relationship between attitudes and usage, attitudes had a substantial direct effect on ICT usage. Gender and grade level did not show significant differences in ICT engagement. The findings suggest that fostering positive attitudes towards ICT among teachers is crucial for enhancing its integration in educational settings. These findings provide practical views about teacher education and policy by highlighting the importance of increasing positive attitudes toward ICT to support more effective and meaningful integration of technology in educational settings.
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      – Text: English
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      – SubjectFull: Information Technology
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Technology Integration
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Computer Attitudes
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Gender Differences
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      – SubjectFull: Instructional Program Divisions
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      – SubjectFull: Kazakhstan
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