Navigating the Digital Divide: An In-Depth Exploration of ICT Devices, Knowledge, Belief, Usage, and Attitude in Educational Settings
Saved in:
| 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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1309-517X |
