Assessing the Digital Divide in Title 1 and non-Title 1 through infrastructure, support, barriers, and technology use in South Alabama Secondary Schools

Abstract

This study examined the digital divide in secondary education by investigating differences in technological access, perceived barriers, and frequency of technology use among teachers in Title I and non–Title I schools in South Alabama. Grounded in Jan van Dijk’s Digital Divide Framework, the study explored how disparities in access, barriers, and usage patterns contribute to inequities in educational technology integration. A quantitative research design was employed using survey data collected from 102 secondary teachers across 11 schools. The instrument was adapted from the School Technology Needs Assessment (STNA) and included measures of infrastructure and staff support, teacher-perceived barriers, frequency of technology use, and demographic variables. Data was analyzed using descriptive statistics, chi-square tests, one-way ANOVA, and logistic regression. The findings revealed that there were selective differences in technological access based on school context, with non–Title I schools reporting greater access to certain resources. However, not all access variables differed significantly, indicating that disparities were present but not consistent across all areas. The most commonly reported barriers included limited funding, time constraints, and limited student digital literacy. No statistically significant differences in barrier reporting were found between Title I and non–Title I schools, and teacher demographics did not significantly predict the likelihood of reporting barriers. Results related to technology use indicated that teachers reported moderate to high levels of use overall, with the highest usage observed in communication, collaboration, productivity, and online safety. Differences in technology use were selective and context-specific, with Title I status, certification level, and gender influencing certain areas, while years of experience showed no significant differences. Overall, the findings suggest that the digital divide in secondary education is multifaceted and influenced more by structural factors than individual characteristics. The study highlights the need for systemic solutions that address access, support, and instructional practices to promote equitable technology integration in schools.