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Community-School Access to Technology: Implications for Professional Development to Close the Divide in Education and Teacher Training
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, the University of Cincinnati, PT3, United States ; , The Shikellamy School District, United States ; , Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper is an analysis of a revolving five-year study about how to expand leadership in the minority educator community and schools. New leadership may help to bridge the widening gap between teachers from minority groups and White teachers in distressed schools who lack professional development in new technologies and telecommunications as educational tools. Findings from an Educational Testing Service Study, The Academic Quality of Prospective Teachers: The Impact of Admissions and Licensure Testing revealed that minorities score disproportionately low to other groups (ETS (1999). Findings from a Digital Divide Study, Community Access to Technology in Cincinnati, Ohio's urban community and schools found that teachers in the city's urban public schools were not prepared to integrate new technologies and especially the Internet into instruction to achieve new standards.

Citation

Pittman, J., Perna, D. & Phye, G. (2003). Community-School Access to Technology: Implications for Professional Development to Close the Divide in Education and Teacher Training. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2100-2107). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 9, 2020 from .

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