Digital Learning in High-Needs Schools: A Critical Approach to Technology Access and Equity in PreK-12

Digital Learning in High-Needs Schools explores the challenges and opportunities of integrating educational technologies in high-needs school communities, using critical theory to examine systemic issues and highlight best practices.

Format: Paperback / softback
Length: 232 pages
Publication date: 02 June 2023
Publisher: Taylor & Francis Ltd

Digital Learning in High-Needs Schools delves into the complexities and opportunities that emerge when high-needs school communities integrate educational technologies into their distinct contexts. While remote, blended, and networked learning have become prevalent in today's educational landscape, a multitude of cultural, economic, and political factors, including the digital divide, digital literacy, poverty, and language barriers, disproportionately impact our most vulnerable and underresourced teachers and students. This book employs critical theory to examine and unravel the systemic challenges that hinder the effective implementation of digital learning tools in high-needs schools. Through comprehensive sociocultural analyses across fifteen original chapters, the book explores the intricate interplay between society, technology, people, politics, and education in high-needs school environments. Drawing from real-world cases related to technology infrastructure, formative feedback, Universal Design for Learning, and other relevant topics, these chapters shed light on how best practices emerge from culturally responsive and context-specific foundations.

Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realities—from the digital divide and digital literacy to poverty and language barriers—affect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge from culturally responsive and context-specific foundations.

Digital Learning in High-Needs Schools delves into the complexities and opportunities that emerge when high-needs school communities integrate educational technologies into their distinct contexts. While remote, blended, and networked learning have become prevalent in today's educational landscape, a multitude of cultural, economic, and political factors, including the digital divide, digital literacy, poverty, and language barriers, disproportionately impact our most vulnerable and underresourced teachers and students. This book employs critical theory to examine and unravel the systemic challenges that hinder the effective implementation of digital learning tools in high-needs schools. Through comprehensive sociocultural analyses across fifteen original chapters, the book explores the intricate interplay between society, technology, people, politics, and education in high-needs school environments. Drawing from real-world cases related to technology infrastructure, formative feedback, Universal Design for Learning, and other relevant topics, these chapters shed light on how best practices emerge from culturally responsive and context-specific foundations.

Dimension: 229 x 152 (mm)
ISBN-13: 9781032228600