BRIDGING THE DIGITAL DIVIDE: EQUITY AND ACCESS TO TECHNOLOGY-ENHANCED LEARNING IN RURAL COMMUNITIES

Abstract

This study examined equity and access to technology-enhanced learning in rural communities in Rivers State, Nigeria. The study adopted a descriptive survey design. The population comprised all teachers and students in public secondary schools in rural areas of Rivers State. A sample of 400 respondents was selected using multi-stage sampling technique. Data were collected using a structured questionnaire titled "Equity and Access to Technology-Enhanced Learning Questionnaire" and interview schedule. The instrument was validated by experts and had a reliability coefficient of 0.82 using Cronbach Alpha. Mean, standard deviation, Pearson Product Moment Correlation and Simple Linear Regression were used to answer research questions and test hypotheses at 0.05 level of significance. Findings revealed that the extent of access to digital infrastructure, devices and internet connectivity in rural schools is low. The study also found that digital competence among teachers and learners significantly influences the effective use of technology-enhanced learning. It was concluded that inadequate infrastructure and limited digital competence are major barriers to equity in technology-enhanced learning in rural communities. The study recommended provision of ICT facilities, alternative power supply, regular teacher training, and stakeholder collaboration to bridge the digital divide.