This book problematizes digital divide with critical lens by focusing on education in general and specifically second language education with an emphasis on the context of Turkey based on sound methodologies and robust theories of modernity, postmodernity, post-structuralism and post-method framework. In line with this conceptualization, critical thinking skills, social dialogue, collaboration, accessibility and digital literacy have been widely discussed empirically and prioritized in this book. In addition, social injustice, digital inequality, gender gap, economic disparity, demographic differences and knowledge divide have also been addressed. EFL teachers and pre-service teachers as cultural workers have been incorporated into the studies to critically reflect upon digital divide in Turkey. The views of teachers and learners at a socio-economic disadvantage emanating from socio-political issues have been addressed and foregrounded. The digital divide and inequalities that COVID-19pandemic has produced have also been emphasized. The context of Turkey where digital divide has been prevalent during COVID-19 pandemic is believed to inspire researchers specializing in digitalization and digital education. The strategies, problems, effects and solutions have been presented. This book presents a reliable source to students, teachers and academics in education and second language education as well as social scientists and policy-makers across the globe.

Includes phenomenological perspectives towards digital divide Refers to critical pedagogy and critical perspectives on the related dimension Introduces a current conceptual framework on digital divide

Autorentext
Dinçay Köksal is currently working as a Senior Professor in the Department of English Language Teaching, Çanakkale Onsekiz Mart University, Turkey. He has trained numerous pre-service English teachers for a long time and worked as an Academician at different universities in Turkey. He is the head of ELT department and the dean of Faculty of Fine Arts in Çanakkale Onsekiz Mart University, Turkey. Further, he organizes International Conferences on Education and Language. His research areas cover Language Assessment, Language Testing, Culture, Language Hegemony, Research Philosophy, and Research Methods.Ömer Gökhan Ulum is currently working as an Associate Professor in the Department of English Language Teaching, Mersin University, Turkey. He worked as an Academician at different universities in Turkey. Further, he was appointed as a Language Assistant at Moseley College in Birmingham, UK. As an Academician, he actively participates in research projects andattends international research conferences as a presenter. His research areas cover Language Ideology, Language Imperialism, Cultural Hegemony, Discourse, Pragmatics, and Research Methods.

Inhalt

Internet Access and Educational Achievement: The Digital Divide among OECD Countries.- Understanding Digital Divide in English Language Classrooms: A Case Study on Its Causes, Effects, and Solutions.- Bridging the digital divide using the TPACK model in the Context of Turkey.- Today's two important skills: digital literacy and critical thinking.- EFL Teachers' Perceptions of Undividing Digital Divide: Hindering or Supporting Qualities of an Educational Context.- The role of mediating artifacts on the writing development of students through scaffolding instruction: The case of Iran.- Pre-Service EFL Teachers' Perceptions towards Online Education and Online Teaching Writing Skills During the Covid-19 Pandemic: A Phenomenological Research.- Digital Divide in the Digital Era and the Digitalization in Turkey and Around the World.- Critical Pedagogy and Digital Education in Second Language Learning: A Poststructuralist Perspective.