Digital Divide in Technology Use Persists Despite Benefits in 21st Century Education

Despite the benefits of technology use in the 21st century, a digital divide persists, particularly among female teachers in secondary schools. Researchers from the University of South Africa conducted a systematic review of leadership strategies adopted by secondary school principals to enhance technology acceptance and usage among teachers. The study aimed to identify effective strategies for technology integration and their implications for education leadership and management.

Key Takeaways:

• 499 articles were analyzed from Scopus and Web of Science Digital bases, with only 20 articles meeting the eligibility criteria for the review.
• The study found a lack of research on leadership strategies for enhancing technology usage among teachers in secondary schools.
• Eight leadership strategies were identified as common among secondary school principals to integrate technology usage globally.
• The study assembled various exemplified strategies for technology integration, which can be helpful for school leaders who struggle to integrate technology usage among teachers.
• The research focuses on the importance of technology acceptance and usage, especially among female teachers, who tend to be underrepresented in technology use.

Statistics:

• 499 articles were identified from Scopus and Web of Science Digital bases for the systematic review.
• 20 articles met the eligibility criteria for the review, representing a selecting ratio of 1:24.5.
• 8 leadership strategies were identified as common among secondary school principals to integrate technology usage globally.
• The study highlighted the need for further research on effective leadership strategies to enhance technology acceptance and usage among teachers.

Sources:

• A Systematic Review of Leadership Strategies for Enhanced Technology Usage Among Teachers in Secondary Schools. Interdisciplinary Journal of Education, 2025,8(1):1-19. (Islamic University in Uganda)
• https://doi-org.sdpl.idm.oclc.org/10.53449/9ys35j39 (free version of the journal article)
• Sulaimon Adewale, Department of Educational Foundations, College of Education, University of South Africa (contact for additional information)