The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning

Stelitano, Laura; Doan, Sy; Woo, Ashley; Diliberti, Melissa Kay; Kaufman, Julia H.; Henry, Daniella

doi:10.7249/rra134-3

Cited by 66 publications

(50 citation statements)

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“…Consequently, the pandemic may widen the gap between the high-and low-income parents with respect to health and the ability to support their children. Second, low-income families are less likely than more affluent families to have high-quality internet service and computers in their homes, making it more difficult for their children to access online instruction (Stelitano et al, 2020). Third, relative to their more affluent peers, children from low-income families are more likely to attend public schools that lack the resources to support teachers' efforts to provide high-quality online instruction .…”

mentioning

confidence: 99%

Achievement Gaps in the Wake of COVID-19

Bailey

Duncan

Murnane

et al. 2021

Educational Researcher

102

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A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change from 1.00 to 1.30 and 1.25 SD for math and reading achievement. Forecasts were similar for 2022. Although forecasts were heterogeneous, respondents showed overwhelming consensus that gaps would grow. We discuss implications for strategies to reduce learning gaps exacerbated by the pandemic as well as the mental models researchers appear to employ in making their forecasts.

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mentioning

confidence: 99%

Achievement Gaps in the Wake of COVID-19

Bailey

Duncan

Murnane

et al. 2021

Educational Researcher

102

View full text Add to dashboard Cite

show abstract

“…This is in accordance with Muximpua and Nhampossa (2020) recommendation that university students, during the COVID-19 new normal, need to be equipped with the devices, internet, and knowledge to navigate it. Stelitano et al (2020) findings also confirmed that many schools, primarily those with learners living in rural locations, have challenges accessing good internet facilities to respond to their studies during COVID-19 lockdown.…”

Section: Objective 1 Theme 3: Unpleasant Channels Of Teaching-learninmentioning

confidence: 55%

University Students' Perceptions of Curriculum Content Delivery During COVID-19 New Normal in South Africa

Omodan

Ige²

2021

QRE

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Observation and experience exist among university students during COVID-19 new normal; the quality and the process of academic activities have been compromised. This study, therefore, examines the lacuna on whether the new normal is more productive by ensuring that the intention of the curriculum towards students' content knowledge is met or not. Organisational change theory was used to theorise the study within the transformative paradigm (TP) and participatory Rresearch (PR) lenses as a research design. The study was conducted in one of the universities in South Africa. Ten students were selected using the convenience sampling technique because the students were not fully on campus as of the time of this study. The online interview was adopted to collect data because of social distancing rules across the country. Thematic analysis was used to interpret the data. The findings revealed that the COVID-19 new normal does not affect students’ academic performance negatively even though the quality of content delivery is low. The channels of teaching-learning and the Internet of Things are deduced to be unpleasant for the students with recommendations that there is a need to provide the internet-or-things alongside training and retraining for students and lecturers.

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“…Recent literature in a high-income country such as the US has highlighted the gap in digital access during the COVID-19 pandemic. Teachers working in high-poverty schools were more likely to report that their students lacked internet access at home (Stelitano et al, 2020). With the multitude of challenges faced by school leaders in LICs and MICs, the NGO involved in this study was interested in exploring how the pandemic has impacted students learning remotely, and how they could better support their partner school leaders in addressing issues of equity.…”

Section: Theoretical Framework For the Studymentioning

confidence: 99%

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

2021

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In early 2020, the rapid spread of the COVID-19 pandemic was an unprecedented shock to the global education system, resulting in most educational institutions closing their doors and turning to various forms of remote learning to ensure continuous education for their communities. Since the world has not experienced this scale of school closure before, the goal of this study was to explore what, if anything, non-state schools (NNSs) were doing to support remote learning that may help them to prepare for future events that curtail education. In May 2020, Edify, an international non-governmental organization (INGO) operating in eleven nations in Latin America (LATAM), Sub-Saharan Africa and India conducted a telephone survey with a stratified random sample of 388 school leaders. Since the extent learning had continued across contexts was relatively unknown, the survey aimed to inform the organization's current and future responses to the COVID-19 pandemic and potential future educational interruptions. In addition to identifying the various uses of technology and possible innovations as to how non-state schools can respond when a crisis impacts their operating status, this paper describes three areas of concern expressed by the school leaders: (1) the health and safety of children and adults in their schools; (2) the various challenges of maintaining financial sustainability; and (3) the learning loss of students from the lack of preparedness for such a massive interruption in their school's normal operations.

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The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning

Abstract: 4 At the time of the survey, 99.7 percent of teachers indicated that their schools had physically closed, with three-quarters of teachers reporting that their schools had closed by March 16, 2020.

Cited by 66 publications

References 0 publications

Achievement Gaps in the Wake of COVID-19

Achievement Gaps in the Wake of COVID-19

University Students' Perceptions of Curriculum Content Delivery During COVID-19 New Normal in South Africa

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

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