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A new educational normal an intersectionality-led exploration of education, learning technologies, and diversity during COVID-19

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  • Gandolfi, Enrico
  • Ferdig, Richard E.
  • Kratcoski, Annette

Abstract

The COVID-19 pandemic exacerbated the learning technologies disparity in the U.S. K-12 education system, thus broadening an already existing and troublesome digital divide. Low-income and minority students and families were particularly disadvantaged in accessing hardware and software technologies to support teaching and learning. Moreover, the homicide of George Floyd fostered a new wave of inquiry about racism and inequality, questioning often enabled with and through technology and social media. To address these issues, this article explores how parents and teachers experienced the pandemic through intersectional and digital divide-driven lenses. Data were collected from eight parents of underserved children and nine U.S. K-12 teachers to better understand challenges and best practices related to learning technologies during the pandemic. Data collection also focused on conversations about social justice, exploring specific needs and strategies for addressing technology inclusion and diversity in educational environments. Results from the study suggest that COVID-19 was a source of increased digital divide in terms of community and social support rather than economic means. At the same time, staying at home facilitated family discussions about racism and intersectionality-related themes. Implications are suggested for improving school communities and contexts in dealing with pandemic and emergency learning.

Suggested Citation

  • Gandolfi, Enrico & Ferdig, Richard E. & Kratcoski, Annette, 2021. "A new educational normal an intersectionality-led exploration of education, learning technologies, and diversity during COVID-19," Technology in Society, Elsevier, vol. 66(C).
    • Handle: RePEc:eee:teinso:v:66:y:2021:i:c:s0160791x21001123
    DOI: 10.1016/j.techsoc.2021.101637
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    References listed on IDEAS

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    Cited by:

    1. Larisa Gorina & Marina Gordova & Irina Khristoforova & Lyudmila Sundeeva & Wadim Strielkowski, 2023. "Sustainable Education and Digitalization through the Prism of the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(8), pages 1-18, April.
    2. Iqbal, Muhammad Zahid & Campbell, Abraham G., 2021. "From luxury to necessity: Progress of touchless interaction technology," Technology in Society, Elsevier, vol. 67(C).
    3. Zhao, Yong, 2022. "Teaching traditional Yao dance in the digital environment: Forms of managing subcultural forms of cultural capital in the practice of local creative industries," Technology in Society, Elsevier, vol. 69(C).
    4. Camilleri, Mark Anthony & Camilleri, Adriana Caterina, 2022. "Remote learning via video conferencing technologies: Implications for research and practice," Technology in Society, Elsevier, vol. 68(C).
    5. Jian Li & Eryong Xue & Kun Li, 2023. "Exploring the Challenges and Strategies of the Sustainable Development of Female Teachers in China’s World-Class Universities: Stakeholder Perspectives," Sustainability, MDPI, vol. 15(4), pages 1-13, February.
    6. Guo, Congbin & Wan, Boshen, 2022. "The digital divide in online learning in China during the COVID-19 pandemic," Technology in Society, Elsevier, vol. 71(C).
    7. Hahm, Joon Beom & Byon, Kevin K. & Hyun, Yeon Ah & Hahm, Jeongbeom, 2022. "The show must go on: The mediating role of self-assessment in the relationship between performers’ technology acceptance and satisfaction level with remote performances in Korea during the COVID-19 pa," Technology in Society, Elsevier, vol. 68(C).
    8. Barrutia, Jose M. & Echebarria, Carmen, 2021. "Effect of the COVID-19 pandemic on public managers’ attitudes toward digital transformation," Technology in Society, Elsevier, vol. 67(C).

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