Document Type
Presentation
Publication Date
9-30-2023
Abstract
2020 Abstract: The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lens of equity literacy, this poster details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were addressing the technology inequities experienced by students and families while in hybrid and distance learning models. Results reflected that districts’ efforts to provide students technology devices were efficient and successful. Recommendations for further research include advocacy for the expansion of broadband service, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes.
2022 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 poster 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.
Recommended Citation
Hill, Jennifer and Reimer, Tracy, "An Equitable Technology Infrastructure Model: Sustained Technology Practices Implemented During COVID-19 That Address Educational Inequities" (2023). Teacher Development Faculty Presentations and Posters. 1.
https://repository.stcloudstate.edu/ed_facpres/1
