Examining digital inequalities in the context of teachers: A grounded theory study

The aim of this research is to explore a theory that defines digital inequalities for teachers and explains the factors that cause inequalities. Constructivist grounded theory, one of the qualitative research methods developed by Charmaz, was used as the research method. Participants were selected by theoretical sampling method within the framework of criteria determined from teachers working in schools affiliated with the Ministry of National Education. The data of the study, in which a total of 23 teachers participated, were collected through a semi-structured interview form, document analysis, and researcher reflective notes. During the analysis process, Charmaz's two-stage coding process was followed. An attempt was made to reach the findings and theoretical model through initial coding and focused coding. As a result of the research, teachers' definitions of digital inequality were reached. For teachers, the reasons for digital inequality emerged as reasons arising from teachers, students and schools, systemic reasons arising from education policies and reasons arising from the COVID 19 pandemic. From the data obtained, it was concluded that the reasons for the digital inequalities experienced by teachers are multidimensional. It has been discovered that this is particularly related to teachers' own digital competence, their attitudes towards technology, and the digital infrastructure of the schools where they work. It has been understood that distance education during the COVID-19 pandemic period deepened digital inequalities among students, but also caused teachers to improve their digital skills.