The study investigated the extent of existence of digital divide between music teachers and students in selected secondary schools in Anambra State. Two objectives and two research questions guided the study using descriptive survey design. Threeeducation zones consisting of nine public secondary schools, 18 music teachers and 270 music students formed the sample for the study. Structured questionnaires and oral interview were developed for teachers and students, and were used for collecting data from the field. The data gathered were presented quantitatively and qualitatively. The reliability indexes were calculated to be 0.71 and 0.70 for teachers and students respectively. Mean and standard deviation were the statistical tools used in the analyses of the work. The findings revealed high extent of digital divide based on the responses of both music teachers and students on the place of ICT in operative curriculum.There was low extent of digital disparity in ICT knowledge on the teachers part and high extent of digital disparity in ICT knowledge on the students part. The recommendations were that; the present music curriculum should be restructured to integrate ICT in order to meet the needs of 21st century music education and music teachers should be trained to have the wherewithal in ICT applications for bridging the digital disparities. The study has fully established the need for paradigm shift from traditional method of teaching to technologically-based teaching by music teachers in Anambra State secondary schools.
Keywords: Digital Divide, Music Education, digital native and digital immigrants., information and communication technology (ICT).
