Publication Title
Education and Information Technologies
Document Type
Article
Publication Date
10-13-2023
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.
Recommended Citation
Hill, Jennifer and Reimer, Tracy, "Technology as a Tool to Address Educational Inequities: Practices Implemented During the COVID-19 Pandemic That Have Been Sustained" (2023). Teacher Development Faculty Publications. 12.
https://repository.stcloudstate.edu/ed_facpubs/12
Comments
This is the accepted version of an article that appeared in the Educational and Information Technologies in October 2013. The article can be found at https://doi.org/10.1007/s10639-023-12236-z.
Please check the terms of use for post-prints at https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms.