Bridging the Digital Divide: Examining Perspectives on Equity and Inclusion in Online Teaching During COVID-19

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Understanding Virtual Cognitive Development and Digital Identity in Equitable Teaching and Learning Spaces

Abstract

The present study employed thematic coding of semi-structured interviews on teachers’ perspectives of online teaching to reveal specific themes surrounding issues of equity and inclusion in online learning during the COVID-19 pandemic. Findings indicated that teachers struggled to support students due to the challenges navigating and bridging the digital divide, transforming the home into a learning environment, and engaging students’ families. Results also suggest that teachers explored opportunities for equitable education through teacher collaborations, individualized learning, and accessible technology. This study directs educators and policymakers towards further avenues of research on exploring professional development approaches to address the challenges of online learning and harnessing its opportunities to improve equity and inclusion in the post-pandemic classroom.

Authors

• Julia Forgie, University of Toronto

• Lisa Ain Dack, OISE/University of Toronto

• Megan Pham-Quan, University of Toronto

• Mikayla Boccalon, University of Toronto

• Ayesha Shakeel, University of Toronto