What Makes Students' Access to Digital Learning More Equitable? Teaching in Focus. No. 43

OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org

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Educational Technology; Technology Uses in Education; COVID-19; Pandemics; Access to Computers; Equal Education; Disadvantaged Youth; Self Efficacy; Teacher Competencies; Technological Literacy; Training; Secondary School Teachers; Elementary School Teachers; Foreign Countries

North America; Europe; Latin America; Asia; Africa; Australia; Middle East; New Zealand

10.1787/e8107345-en

2303-9280

Information and communication technology (ICT) has become an important tool for school systems as they seek to enhance education and make it more efficient. This has become all the more apparent and urgent with the COVID-19 pandemic. But what degree of access do students from different socio-economic backgrounds have to ICT-based quality instruction? Overall, disadvantaged students tend to have less access to digital learning opportunities both at home and at school. The data also suggest that the way teachers with certain characteristics are distributed can facilitate better equity. Two examples highlighted in this brief are teachers' digital self-efficacy and training in ICT-based instruction.

As Provided

2022

ED620560