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The purpose of this longitudinal research is to document the Information and Communication Technology (ICT) integration patterns in the state of Florida in relation to the Socio-Economic Status (SES) and school type (Elementary, Middle, and High Schools). This research is characterized by the Levels of Digital Divide in Schools model presented by Hohlfeld, Ritzhaupt, Barron, and Kemker (2008). We use seven years of secondary data collected by the Florida Department of Education: Technology Resource Inventory (TRI), and the percentage of students on Free-and-Reduced Lunch as a proxy for SES. The current study uses descriptive statistics, internal consistency reliability, exploratory factor analysis, and longitudinal multi-level models to examine the trends in ICT integration in the state of Florida by SES (High and Low) in each school type (Elementary, Middle, and High) over the seven-year period. Our results suggest that Florida has improved on several indicators related to the digital divide; however, some important differences still exist. For instance, Low-SES students generally use software more for computer-directed activities such as drill and practice or remedial work, while their High-SES counterparts are using software more for student-controlled activities such as creating with or communicating through technology. We discuss our findings in relation to the three-level model presented by Hohlfeld et al. (2008) and make recommendations to relevant stakeholders within the community.

The purpose of this study was to examine the effects of teacher education courses for technology integration (TECTI) on pre-service teacher knowledge. Knowledge is both the practical and conceptual knowledge that goes into technology integrated teaching and learning in PK12 classrooms. Subgroup analyses were executed to examine literature-based course design features (e.g., lesson planning) for TECTI and study features (e.g., measurement validity) hypothesized to moderate the effects. Following a carefully designed search strategy and coding process, this study narrowed down N = 2936 studies from five academic databases to a final set of n = 38 studies with k = 46 independent effect sizes. This meta-analysis captured the data from 3271 pre-service teachers with a statistically significant, positive effect size on knowledge at 1.057 (C.I. 0.836, 1.278) using a random-effects model. None of the course design features nor the study quality features were statistically significant. No evidence of publication bias was detected. A full discussion with limitations and future research is provided.