EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 1
Educational and Digital Equity in the Digital Age
EMY
SCHOOL OF EDUCATION,LIBERTY UNIVERSITY
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 2
Our world and day-to-day existence have been forever changed by technology. The
evolution and rapid growth of digital technology have revolutionized teaching and learning as
the education sector is increasingly becoming dependent on digital technology. According to
Bergman (2016), new technologies in the education sector provide the ability to improve the
quality of curriculum delivery, data management and school-to-parent communication. Research
also reveals digital technology will continue to increase and play a significant role for future
generations (Hasim, 2018). In addition, the COVID-19 pandemic created a world-wide change
to all aspects of our lives and transformed learning.
The swift growth of technology in education brings both positive and negative impact
and is challenging for both policy makers and researchers to stay on track with assessing the
most useful technology worth investing in and in which context works best (Collin, et al., 2019).
Furthermore, technology growth has created a digital divide concern, particularly amongst
disadvantaged populations that lack insight and technical access (Moore et al., 2018). Lacking
access or the capability to adopt technology to has created a digital divide and social justice issue
that requires policy and procedures that address the concerns. This paper will utilize research to
analyze and assess some of the current issues and methods where technology can support
education in the digital era with equality.
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 3
Educational Equity and Digital Equity
Every child should have the right to a high-quality education. The 2020 United Nations
report requires each member state assures everyone receives an inclusive equitable quality
education and support for lifelong learning opportunities, despite ethnic origin, class, socio-
economic, or gender. This goal will be fulfilled when education and economic achievement and
opportunities are equal for all groups of children (De los Santos, et. al, 2020).
“Education 2030 Incheon Declaration and Framework for Action has also called for the
implementation of Sustainable Development Goal 4 (SDG4) to ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all” (Incheon
Declaration Framework for Action for the implementation of Sustainable Development
Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all, 2016).
Amadeo states “equity in education will happen once every student has the resources
necessary to gain the fundamental skills of reading, writing, and basic mathematics. It measures
educational success in society by its outcome, not the resources poured into it” (Amadeo, 2021).
Educational justice is essential for structural equality and economic growth.
Although equality is also important equality does not address the needs of each person.
For example, if students receive a take home computer to complete assignments but do not have
internet access at home, the computer will not be helpful. The term equity is related to the
support methods where every student has access to same opportunities, training, and
advancement. De los Santos, et.al states
“Equity is based on principles all citizens have the right to a quality education to reach
their full potential and accomplished within a structural framework of effective equality
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 4
of education opportunities regardless of socio-cultural background” (De los Santos, et.al.,
2020).
In addition, equity seeks to identify and eliminate obstacles that tend to impede the
involvement of certain populations. “Educational equity approach presents itself in an equitable
system where 4 additional resources are provided so that students can excel academically and
socially” (De Los Santos et. al, 2020).
“All students should receive quality education according to their required needs. This principle
implies individuals would not be at risk for discrimination, segregation, social or educational
disadvantages” (Simon, et, al. 2019). “Educational equity ensures equity in students’ academic
success, grants access to educational resources and eradicates the inequality gap” (Cruz &
Lopez, 2020).
Digital Equity and Digital Divide
The National Digital Inclusion Alliance (NDIA) states
“Digital equity is a condition in which all individuals and communities have the information
technology capacity needed for full participation in our society, democracy and economy
and is necessary for civic and cultural participation, employment, lifelong learning, and
access to essential services.” (Net Digital Inclusion Alliance, 2017). NDIA’s definition of
the digital divide is “the gap between those who can affordably access, services, and
assistance to successfully engage online and individuals who cannot.” (DEFINITIONS,
2017)
Digital access to curriculum gives more students educational opportunities. According
to Vidgen & Powell (2008), online learning has become a key component for the
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 5
education sector. It allows greater student enrollment and the ability to study in a variety
of methods (Willems, et al., 2019).
Digital access has become a civic problem because it is not equally distributed amongst
all. According to the Pew Research Center, the divide continues to persist. “The digital lives of
Americans with lower and higher incomes remain markedly different, according to a Pew
Research Center survey of U.S. adults conducted Jan. 25-Feb. 8, 2021” (Vogels, 2021).
Pew Research Center data states “roughly a quarter of adults with household incomes
below $30,000 a year (24%) say they don’t own a smartphone. About four-in-ten adults
with lower incomes do not have home broadband services (43%) or a desktop or laptop
computer (41%). And many Americans with lower incomes are not tablet owners. By
comparison, each of these technologies is nearly ubiquitous among adults in households
earning $100,000 or more a year.”
Americans with higher earnings are more likely to have several devices that provide
online access. “Roughly six-in-ten adults living in households earning $100,000 or more a year
(63%) report having home broadband services, a smartphone, a desktop or laptop
computerANDa tablet, compared with 23% of those living in lower-income households.”
(Vogels, 2021).
online learning and the homework gap
home broadband adoption, computer ownership vary by race and ethnicity.
“Roughly a quarter of adults with household incomes below $30,000 a year (24%) say
they don’t own a smartphone. About four-in-ten adults with lower incomes do not have
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 6
home broadband services (43%) or a desktop or laptop computer (41%). And most
Americans with lower incomes are not tablet owners. By comparison, each of these
technologies is nearly ubiquitous among adults in households earning $100,000 or more a
year.” (Vogels, 2021)
Americans with higher earnings are more likely to have several devices that provide
online access. “Roughly six-in-ten adults living in households earning $100,000 or more a year
(63%) report having home broadband services, a smartphone, a desktop or laptop
computerANDa tablet, compared with 23% of those living in lower-income households.”
(Vogels, 2021).
Identifiable Gaps and Social Justice
Identifiable gaps that have created social justice concerns are vast and wide including the
homework gap, home broadband, computer ownership differ based on race and ethnicity. Pew
Research Center 2015 Census Bureau analysis of data reveals the following: 15% of school-age
children in the US lack a high-speed internet connection at home, thus leaving some students
more prone to face digital obstacles with completing homework assignments. 17% of
adolescents report they are frequently incapable of completing homework assignments due to the
lack of a computer or reliable internet access. (ANDERSON & PERRIN, 2018). The
Coronavirus abruptly shifted K-12 and higher education, increasing the need for online learning,
and challenged K-12 policy makers with the reality of equal access for all students. (NW et al.,
2021).
The gaps varied by socio-demographics and the parents’ level of education.
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 7
“Roughly two-thirds of students attending suburban schools (65%) say they use
the internet for homework every day or almost every day, compared with 58%
who attend schools in cities, 50% of those who attend in rural areas and 44% of
those attending schools in towns. Students whose parents graduated from college
are more likely to use the internet for homework at home. Some 62% of these
students use the internet at home for homework, compared with smaller shares of
students whose parents have some post-high school education (53%), have only a
high school education (52%) or have no high school education (48%).”
(AUXIER & ANDERSON, 2020)
Additional Pew Research Center data revels key findings on equality and the digital age
impacts on students.
“United States computer ownership and home internet access varies by ethnicity and
race. Black and Hispanic adults in the United States remain less likely than White adults
to say they own a traditional computer or have high-speed internet at home. Eight-in-ten
White adults report owning a desktop or laptop computer, compared with 69% of Black
adults and 67% of Hispanic adults. Eight-in-ten White adults also report having a
broadband connection at home, while smaller shares of Black and Hispanic adults say the
same – 71% and 65%, respectively.” (NW ET AL., 2021)
Equity as a Form of Justice
Research reinforces digital equity is indeed a social justice issue. According to
Macgilchrist, “everyone needs enhanced digital skills to participate fully in society.”
(Macgilchrist, 2018). Additional research states Information and Communications Technology
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 8
(ICT) has become a required day-to-day life resource. (Zarabanda, 2019). Current research
findings have identified strategies to even the playing field and the need for continued research
to eradicate the digital divide and incorporate equal opportunity and access for all students
regardless of socio-economic, gender, or culture.
Recommendations include:
“Developing education policies that favor compensatory education, inclusive
education, and equitable education.”
“Stakeholders must create legislation, regulations, and actions that make it
possible for schools to develop these equity policies. This requires human, material,
and technical resources, as well as the sharing of the ideology that these principles
imply, and which have been set out throughout the article. Only with a joint action of
the different persons responsible for the education system can educational equity be
achieved, favoring the integral development of students and their incorporation into
society in their lifelong learning process.”
“Eliminate gender disparity in education by 2030 and ensure access to a level
playing field for vulnerable people.”
“Provide students and parents with take-home technologies, Increase students’
and parents’ access through community centers.”
“Improve students’ access to technology, and the quality of that access, in their
classrooms and schools.” (Bridging the Digital Divide in Our Schools –
Achieving Technology Equity for All Students, n.d.)
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 9
REFERENCES
Amadeo, K. (2021, May 24). Why Equity Is Better Than Equality for the Economy. The Balance.
HTTPS://WWW.THEBALANCE.COM/EQUITY-IN-EDUCATION-4164737
Anderson, M., & Perrin, A. (2018, October 26).Nearly one-in-five teens can’t always finish their
homework because of the digital divide. Pew Research Center; Pew Research Center.
https://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-teens-cant-always-
finish-their-homework-because-of-the-digital-divide/
Auxier, B., & Anderson, M. (2020, March 16).As schools close due to the coronavirus, some
U.S. students face a digital “homework gap.”Pew Research Center.
HTTPS://WWW.PEWRESEARCH.ORG/FACT-TANK/2020/03/16/AS-SCHOOLS-
CLOSE-DUE-TO-THE-CORONAVIRUS-SOME-U-S-STUDENTS-FACE-A-
DIGITAL-HOMEWORK-GAP/
Banister, S., & Reinhart, R. V. (2011). TPCK for Impact: Classroom Teaching Practices
That Promote Social Justice and Narrow the Digital Divide in an Urban Middle
School.Computers in the Schools,28(1), 5–26. https://doi.org/10.1080/07380569.2011.551086
Bergman, Peter, (2016). Technology adoption in Education: Usage, spillovers, and student
achievement. CESifo Working Paper Series No. 6101, SSRN:
https://ssrn.com/abstract=2866866
Choi, B. Y., & Song, S. (2019). Toward digital equity: Technology education for underserved
populations. In IEEE International Smart Cities Conference.
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 10
Collin, S., & Brotcorne, P. (2019). Capturing digital (in)equity in teaching and learning: A
sociocritical approach. The International Journal of Information and Learning
Technology, 36(2), 169-180. doi:10.1108/ijilt-05-2018-0059
Cruse, A., & López, F. (2020). Equity and excellence among Arizona school leaders:
Encouraging integration within a segregate policy context. Leadership Policy Sch. 19,
81-103. https://doi.org/10.1080/15700763.2020.1714058
"""""""Definitions. (2017, January 18). National Digital Inclusion Alliance.
https://www.digitalinclusion.org/definitions/
Fullan, M., & Gallagher, M. (2020). The devil is in the details. System Solutions for Equity,
Excellence, and Student Wellbeing. Thousand Oaks: Corwin
Incheon Declaration Framework for Action for the implementation of Sustainable Development
Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all. (2016).
http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-
for-action-implementation-of-sdg4-2016-en_2.pdf
Jurado de los Santos, P., Moreno-Guerrero, A.-J., Marín-Marín, J.-A., & Soler Costa, R. (2020).
The Term Equity in Education: A Literature Review with Scientific Mapping in Web of
Science. International Journal of Environmental Research and Public Health, 17(10).
https://doi.org/10.3390/ijerph17103526
King, David Lee. “Chapter 4. The Digital Divide.” Library Technology Reports, vol. 57, no. 2,
2021, p. 24.,
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 11
Ma, J. K., Vachon, T. E., & Cheng, S. (2018). National Income, Political Freedom, and
Investments in R&D and Education: A Comparative Analysis of the Second Digital
Divide Among 15-Year-Old Students. Social Indicators Research, 144(1), 133-166.
doi:10.1007/s11205-018-2030-0
Macgilchrist, F. (2019). Cruel optimism in edtech: When the digital data practices of educational
technology providers inadvertently hinder educational equity. doi:10.31235/osf.io/drbhn
Moore, R., Vitale, D., Stawinoga, N., & ACT Center for Equity in Learning. (2018). The digital
divide and educational equity: A look at students with very limited access to electronic
devices at home. Insights in education and work. In ACT, Inc. ACT, Inc.
Net Digital Inclusion Alliance. (2017, January 18). Definitions. National Digital Inclusion
Alliance. HTTPS://WWW.DIGITALINCLUSION.ORG/DEFINITIONS/
NW, 1615 L. S., Suite 800Washington, & Inquiries, D. 20036USA202-419-4300 | M.-8.-8. | F.-
4.-4. | M. (2021, July 16).Home broadband adoption, computer ownership vary by race,
ethnicity in the U.S.Pew Research Center.
https://www.pewresearch.org/fact-tank/2021/07/16/home-broadband-adoption-computer-
ownership-vary-by-race-ethnicity-in-the-u-s/
Rawls, J. (2007). In Freeman S. R. (Ed.), Lectures on the history of political philosophy.
Cambridge, Mass: Belknap Press of Harvard University Press.
Reich, J. (2019). Teaching our way to digital equity. Educational Leadership
, 76(5), 30–35.
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 12
Reisdorf, B. C., & Groselj, D. (2015). Internet (non-)use types and motivational access:
Implications for digital inequalities research. New Media & Society, 19(8), 1157-1176.
doi:10.1177/1461444815621539
Sanders, C.K., & Scanlon, E. (2021). The digital divide is a human rights issue: Advancing social
inclusion through social work advocacy. Journal Human Rights Social Work.
HTTPS://DOI.ORG/10.1007/S41134-020-00147-9
Sahleberg, P., & Cobbold, T. (2021). Leadership for equity and adequacy in education. School
Leadership & Management, 1-23. HTTPS://DOI.ORG/10.1080/13632434.2021.1926963.
Serrano-Cinca, C., Muñoz-Soro, J. F., & Brusca, I. (2018). A Multivariate Study of Internet Use
and the Digital Divide*. Social Science Quarterly, 99(4), 1409-1425.
doi:10.1111/ssqu.12504
Simón C., Barrios Á., Gutiérrez H., & Muñoz, Y. (2019). Equity, inclusive education, and
education for social justice. Do all paths lead to the same goal? Inclusive Education for
Social Justice. 8 (2). HTTPS://DOI.ORG/10.15366/RIEJS2019.8.2.001
Stevanovic, A., Božic, R., & Radovic, S. (2021). Higher education students' experiences and
opinion about distance learning during the Covid‐19 pandemic.Journal of Computer
Assisted Learning,37(6), 1682-1693.HTTPS://DOI.ORG/10.1111/JCAL.12613
Sutherland, Rosamund. “An Unfolding Story.” In Education and Social Justice in a Digital Age,
1st ed., 1–14. Bristol University Press, 2014. https://doi.org/10.2307/j.ctt9qgszm.6.
Tomer, A., Kneebone, E. & Shivaram, R. (2017). Signs of digital distress: mapping broadband
availability and subscription in American neighborhoods. The Brookings Institution,
Metropolitan Policy Program.
EDUCATIONAL AND DIGITAL EQUITY IN THE DIGITAL AGE 13
United Nations. (2020). Inequality in a Rapidly Changing World. World Social Report 2020.
Department of Economic and Social Affairs. New York: United Nations
Vogels, E. (2021, June 22).Digital divide persists even as Americans with lower incomes make
gains in tech adoption. Pew Research Center.
https://www.pewresearch.org/fact-tank/2021/06/22/digital-divide-persists-even-as-
americans-with-lower-incomes-make-gains-in-tech-adoption/
Wang, X., & Wong, B. (2018). Bridging Knowledge Divides Utilizing Cloud Computing Learning
Resources in Underfunded Schools: Investigating the Determinants. Journal of Educational
Computing Research, 57(3), 591-617. doi:10.1177/0735633118759455 Zarabanda, D. E.
(2019). ICT and its purpose in the pedagogical practice. Research in Social Sciences and
Technology, 4(2), 83-95. doi:10.46303/ressat.04.02.6
""""What Is Technological Pedagogical Content Knowledge? – CITE Journal. (n.d.).
https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-
pedagogicalcontent-knowledge/
Willems, J. (2019). Digital equity: Considering the needs of staff as a social justice issue.
Australasian Journal of Educational Technology, 35(6), 150–160.
