What makes students' access to digital learning more equitable?

Oecd

No 43, Teaching in Focus from OECD Publishing

Abstract: 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.

Keywords: ict; schools; self-efficacy; skills; teachers; teaching; training (search for similar items in EconPapers)
Date: 2022-03-18
New Economics Papers: this item is included in nep-ban and nep-ure
References: Add references at CitEc
Citations:

Downloads: (external link)
https://doi.org/10.1787/e8107345-en (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:oec:eduaah:43-en

Access Statistics for this paper

More papers in Teaching in Focus from OECD Publishing Contact information at EDIRC.
Bibliographic data for series maintained by ().