Abstract
The COVID Pandemic created a need for virtual learning. Students and teachers had to adapt to a new trend in education. Some school systems had the resources to provide students with laptops and internet connectivity. However, the paper considers how many school systems in rural and urban areas faced equity challenges while implementing distance learning. For example, the indigenous population in the U.S. faced challenges with providing adequate education before the pandemic. Students with disabilities and limited language learners have been struggling without support from teachers in a traditional environment. Students in high-poverty areas are less likely to have teachers who have received training on how to integrate technology in the classroom. Many students in high-poverty areas report that they have access to one mobile hotspot in their home. Since most students with access to one device are underserved, this further widens the already large equity gap in education. Latinx, AIAN, and African American students are more likely to face remote learning challenges. Students living in poverty are more likely to lack educational and other resources that support learning in the home and face stressors that make digital learning more difficult. Therefore, significant investment is needed to address disparities in the home environment. As remote learning continues, school districts must direct resources toward improving home learning environments for students. Once students can return to school, targeted, innovative will be required to ensure students regain lost learning. The federal government must prioritize improving equity in public education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Digital Divide; Equity, Inclusion, AIAN, African American, Education
