ABSTRACT This quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school setting. A survey of 2,200 school teachers in a Mid-Atlantic state revealed significant differences of usage and perceived effectiveness among respondents. The research found teachers from urban schools trailed rural and suburban schools in usage and perception. Suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as work focus on improved use of technology, particularly in the urban classroom.

中文翻译：

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看不见的数字鸿沟：城市，郊区和农村教师对基于Web的教室技术的使用和感知

摘要这项定量研究调查了农村，郊区和城市环境中K-12公立学校教师对技术集成的看法和态度的差异。目的是根据学校环境类型检查使用频率与基于网络的学习工具的有效性感知之间的关系。对中大西洋州2200名学校教师的一项调查显示，受访者在用法和感知效率方面存在显着差异。研究发现，城市学校的教师在使用和感知方面落后于农村和郊区学校。郊区学校对技术有效性的看法最高，其次是农村同行。当前的教师，管理员和教师教育者可能会从这种见解中受益，从而确定最有效的技术，