Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide

This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-develo...

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Bibliographic Details
Published in:Education and urban society 2024-12, Vol.56 (9), p.1094-1117
Main Author: Kormos, Erik
Format: Article
Language:English
Subjects:
Aptitudes
Best practice
College faculty
Curricula
Digital divide
Distance learning
Electronic Learning
Elementary Secondary Education
Instructional Leadership
Internet access
Online Courses
Online instruction
Teacher attitudes
Teachers
Teaching
Urban areas
Urban schools
Urban Teaching
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Summary:This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.
ISSN:0013-1245
1552-3535
DOI:10.1177/00131245241261088