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Journal of Leadership, Equity, and Research

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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 paper 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. Of greatest concern for respondents was the lack of students’ attendance and engagement in learning. Recommendations for further research are provided including 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.


This article originally appeared in the Journal of Leadership, Equity, and Research, volume 8, number, in 2022. The issue can be found at



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