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Toward a Typology of Technology-Using Teachers in the “New Digital Divide”: A Latent Class Analysis (LCA) of the NCES Fast Response Survey System Teachers’ Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95)


by Kenneth E. Graves & Alex J. Bowers - 2018


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Cite This Article as: Teachers College Record Volume 120 Number 8, 2018, p. 1-42
https://www.tcrecord.org ID Number: 22277, Date Accessed: 1/21/2020 12:05:49 PM
 
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About the Author
  • Kenneth Graves
    Teachers College, Columbia University
    E-mail Author
    KENNETH E. GRAVES is a doctoral student of Education Leadership at Teachers College, Columbia University. His research interests include school technology leadership for social justice, content-specific leadership, technology leadership preparation programs, computer science education, as well as ethical, legal, and social issues of leadership in the digital age.
  • Alex Bowers
    Teachers College, Columbia University
    E-mail Author
    ALEX J. BOWERS is an associate professor of Education Leadership at Teachers College, Columbia University. His research interests include organizational behavior, school and district leadership, data-driven decision making, high school dropouts and completion, educational assessment and accountability, education technology, and school facilities financing.
 
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