The COVID-19 shift to digital revealed inequality in access to education caused by technology access and online delivery that may not address student voice¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The pandemic circumstances revealed inequality in access to education caused by access to technology and online delivery in which teaching approaches may not address the student voice with appreciation of students' culture. → Istenič 2021

Evidence¶

Istenič 2021¶

Istenič, A. (2021). Shifting to digital during COVID-19: are teachers empowered to give voice to students? Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09956-9

q1 · i? · theoretical · r2

The author's editorial assertion in the introduction of this commentary, offered without new data or analysis; the article presents it as motivation for revisiting Kuo and Belland (2016). It states that "the pandemic have revealed inequality in access to education".

"the circumstances of the pandemic have revealed inequality in access to education caused by access to technology and online delivery in which teaching approaches may not necessarily address the student voice with appreciation of their culture"

Discussion¶

Learner Variables¶

• Access — outcome: instruction changes it

Related Claims¶

• Little research has examined minority students' use of online learning resources, per Kuo and Belland (2016) — related
• Hispanic and low-income students reported more challenges and technology problems after the shift online than non-Hispanic White and higher-income peers; rural students did not differ — a narrower finding that bears on this claim
• Four or more major challenges were more prevalent among women, Hispanic and minoritized students, and lower-income students — a narrower finding that bears on this claim
• Schools that had previously invested in technology and professional development for digital learning responded more quickly to the shift to online teaching during COVID-19 closures — related
• Higher education digital divides are acute at MSIs, HBCUs, and TCUs, which have stark capability deficits in hardware, software, and broadband — a narrower finding that bears on this claim
• Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households — a narrower finding that bears on this claim
• Digital learning environments during the pandemic raise implications for addressing social inequities and education policy reform — a broader claim this one bears on