Dimensions of digital divide and relationships with social factors: A study of Greek pre-service teachers

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Konstantinos Bikos Dimitrios Stamovlasis Menelaos Tzifopoulos


In this paper the dimensions of digital divide (DD) are explored among Greek pre-service teachers. The participants (N=309) were asked to complete an instrument with questions about their access and use of Information and Communication Technologies (ICT). Data were analysed by Principal Component Analysis (PCA); Six dimensions were extracted: Entertainment Activities at the University (EAU), Entertainment Activities at Home (EAH), Knowledge & Skills (K&S), Academic Work at the University (AWU), Academic Work at Home (AWH) and Sources of Learning (SL). The above dimensions measured by the factor scores calculated by PCA were used as depended variables and the effects of independent variables, such as gender, age, residency, parents’ residency, type and location of school and parents’ education were explored via a general linear model (GLM). The analysis showed that age, school location, mother’s education and the university department were significantly correlated with DD. Moreover, a two-step cluster analysis based on the extracted dimensions of DD revealed four groups/clusters of students, which have distinct behavioural profiles associated with their access and use of digital technologies. The implications of the findings are discussed.

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