Section Introduction: Issues and Challenges Related to Digital Equity

Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

This section is devoted to digital equity, and its evolving nature. Seven chapters are included in this section. Considering IT as a potential agent to social inclusion, authors devote much attention to the issues, challenges, and strategies involved in moving toward digital equity. Ways in which teachers and teacher educators can pay attention to digital equity when using IT in education are identified.

Keywords

Information and communication technology Digital divide Learning environment Social inclusion Knowledge divide 

References

  1. Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2014). Using technology to support at-risk students’ learning. Stanford Center for Opportunity Policy in Education. Available at https://edpolicy.stanford.edu/sites/default/files/scope-pub-using-technology-report.pdf.
  2. Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among K-12 students. Journal of Research on Technology in Education, 48(1), 16–37.  https://doi.org/10.1080/15391523.2015.1103147.CrossRefGoogle Scholar
  3. Hohlfeld, T. N., Ritzhaupt, A. D., Dawson, K., & Wilson, M. L. (2017). An examination of seven years of technology integration in Florida schools: Through the lens of the Levels of Digital Divide in Schools. Computers & Education, 113, 135–161.  https://doi.org/10.1016/j.compedu.2017.05.017.CrossRefGoogle Scholar
  4. Leahy, M., Davis, N., Lewin, C., Charania, A., Nordin, H., Orlič, D., Butler, D., & Lopez-Fernadez, O. (2016). Smart partnerships to increase equity in education. Educational Technology & Society, 19(3), 84–98.Google Scholar
  5. Van Deursen, A. J. A. M., & Helsper, E. J. (2015). The third-level digital divide: Who benefits most from being online? In Communication and information technologies annual (Vol. 10, pp. 29–52).Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Laval UniversityQuébec CityCanada
  2. 2.University of Texas at AustinAustinUSA

Section editors and affiliations

  • Therese Laferrière
    • 1
  • Paul Resta
    • 2
  1. 1.Université LavalQuebec CityCanada
  2. 2.University of Texas at AustinAustinUSA

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