Digital Learning and Education Inequality

Mary Pulling, Kazuyo Kubo, Department of Social Sciences, Lesley University, 34 Wendell St. Cambridge MA

Every student's experience with technology is unique. Depending on demographics, location, age, and ability this experience can be positive or negative for each student. The incorporation of technology and digital learning in the field of education is inevitable, and looking at past literature is a key factor in providing an equitable education. This paper’s objective is to determine which groups are negatively affected the most by the increase in technology used in education. Because of the ongoing COVID-19 pandemic information on digital learning and education inequality is vital. This paper will review literature from before and during the pandemic that relates to education inequality and digital learning. The proposed research will be conducted in semi-structured interviews with two elementary school teachers. The interviews consist of open-ended questions which are designed to allow participants to speak freely. The results of the research in this paper will be compiled in a table format. The research in this paper will contribute to the social science field because the dependency on technology is only going to increase in the future. Identifying affected groups is vital to providing an equitable education.


Additional Abstract Information

Presenter: Mary Pulling

Institution: Lesley University

Type: Poster

Subject: Education

Status: Approved

Time and Location

Session: Poster 5
Date/Time: Tue 12:30pm-1:30pm
Session Number: 4171