<section><h2><p><span style="background-color: transparent; color: rgb(0, 0, 0);">Is Classroom Technology Really Narrowing the Digital Divide?</span></p></h2></section><section><h2><p><span style="background-color: transparent; color: rgb(0, 0, 0);">True or False? Across the nation, teachers and administrators are divided over the perceived impact of differentiated instruction on student achievement. </span></p></h2></section><section><h3><p><span style="background-color: transparent; color: rgb(0, 0, 0);">Nearly two-thirds of K-12 teachers report using technology in the classroom daily. Yet, some view it as an uphill battle, due to the prevalence of students’ personal devices. Can you guess which percentage of teachers polled said personal devices make it more difficult for students to pay attention in group settings? </span></p></h3></section><section><h3><p><span style="color: rgb(0, 0, 0); background-color: transparent;">Teachers say that tools for productivity and presentation (e.g., Microsoft Office) are most effective in helping students develop 21st-century skills. Yet, studies show that software to ___ is actually used most often as a teaching tool in the classroom. </span></p></h3></section><section><h3><p><span style="background-color: transparent; color: rgb(0, 0, 0);">The availability of technology for personalizing instruction and the prioritization of differentiated learning continue on an upward trajectory. Considering both factors, what percentage of class time, on average, is still dedicated to whole-group instruction?</span></p></h3></section><section><h3><p><span style="background-color: transparent; color: rgb(0, 0, 0);">Across the spectrum of digital instructors—from technophiles to technophobes—what do teachers cite as the main issue preventing complete adoption of a digital curriculum?</span></p></h3></section><section></section><section></section>