The study investigated the extent of existence of digital divide between music teachers and students in selected secondary schools in Anambra state. Two objectives and two research questions guided the study using mixed-research design. Three education zones consisting of nine public secondary schools, 18 music teachers and 270 music students formed the sample for the study. Structured questionnaires and oral interview were developed for teachers and students and used for collecting data from the field. The data gathered were presented quantitatively and qualitatively. The reliability indices were .71 and .70 for teachers and students, respectively. Mean and standard deviation and t test were the statistical tools used in the analysis of the work. The findings revealed high extent of digital divide based on the responses of music teachers and students on the place of information and communications technology (ICT) in operative curriculum. There was low extent of digital disparity in ICT knowledge on the teachers’ part and high extent on the students’ part. The recommendations were as follows: the present music curriculum should be restructured to integrate ICT in order to meet the needs of 21st-century music education, and music teachers should be trained to have the wherewithal in ICT applications for bridging the digital disparities.

该研究调查了阿南布拉州部分中学音乐教师与学生之间数字鸿沟的存在程度。使用混合研究设计指导了两个目标和两个研究问题。这项研究的样本包括三个教育区，包括九所公立中学，18名音乐教师和270名音乐学生。为教师和学生开发了结构化的问卷调查和口头访谈，并用于收集实地数据。收集到的数据是定量和定性的。教师和学生的可靠性指标分别为0.71和.70。均值和标准差和t测试是用于工作分析的统计工具。调查结果表明，基于音乐老师和学生对信息和通信技术（ICT）在运营课程中的位置的回应，数字鸿沟程度很高。ICT知识方面的数字差异在教师方面较低，而在学生方面则较高。建议如下：应调整当前的音乐课程，以整合ICT，以满足21世纪音乐教育的需求；应培训音乐教师掌握ICT应用方面的能力，以弥合数字差异。