This study explores how the Digital Divide shaped Taiwanese elementary Chinese teachers’ technology-assisted literacy instruction before, during, and after the COVID-19 pandemic. Guided by Bronfenbrenner’s Ecological Systems Theory, this mixed-methods study used mixed-effects modeling and thematic analysis. Quantitative findings show increased post-pandemic technology use, with teaching experience and professional development predicting adoption. Qualitative data reveal barriers such as device limitations, misaligned training, and technology’s dual role as aid and distraction. The study highlights how macrosystem, exosystem, and chronosystem factors influence instructional practices and teacher growth. Findings suggest the need for sustained, context-sensitive professional development, pedagogically appropriate tools, and attention to region-specific inequities. This research offers a dynamic framework for understanding technology integration in non-Western literacy education.

Keywords: technology integration, Chinese literacy, Digital Divide, COVID-19, ecological theory, Taiwan