| Title: |
Technology as a Tool to Address Educational Inequities: Practices Implemented during the COVID-19 Pandemic That Have Been Sustained |
| Language: |
English |
| Authors: |
Jennifer Hill (ORCID 0000-0001-8775-2325); Tracy Reimer |
| Source: |
Education and Information Technologies. 2024 29(9):10879-10898. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Administrators; Educational Technology; COVID-19; Pandemics; Access to Education; Access to Computers; School Closing; Emergency Programs; Electronic Learning; Educational Policy; Laws; Family School Relationship; Partnerships in Education; Instructional Effectiveness; Educational Change; Adjustment (to Environment) |
| Geographic Terms: |
Minnesota |
| DOI: |
10.1007/s10639-023-12236-z |
| ISSN: |
1360-2357; 1573-7608 |
| Abstract: |
The COVID-19 pandemic ushered in a dramatic shift to online learning for K-12 public schools, requiring school districts to address inequities that surfaced in the remote learning model. This paper includes the findings of the second study of a multi-year research project exploring the intersection of technology and educational inequities through the pandemic. As the pandemic waned, practitioners evaluated which practices developed during remote learning should be sustained. Five Minnesota technology directors participated in a focus group to discuss how inequities are being addressed in their schools post-pandemic. Technology directors explained that the pandemic was an opportunity to reimagine schools for the success of all students through an infrastructure that includes actions relative to three domains: effective instruction, school-home partnerships, and law and policy. Further research is recommended, such as broadening the geographical location of participants outside of Minnesota, expanding participants beyond the role of technology director (i.e., students, teachers, parents), and analyzing student enrollment in K-12 online schools through a longitudinal study. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1430094 |
| Database: |
ERIC |