Looking Towards Digital Equity and Inclusion: Exploring Perspectives and Barriers in School Districts

Abstract

In our increasingly digitized society, where technology use is ubiquitous, nearly all activities require access to and proficiency using digital tools. Proficient internet use may lead to the pursuit of higher education, launching a fulfilling career, or part of habits and healthy lifestyles where education is lifelong and life-wide. This study documented two school districts’ progress toward digital equity and inclusion. Promoting digital equity and inclusion in schools are important and complex issues that are not yet fully understood. Given federal legislation such as the National Educational Technology Plan and competitive grants tied to the Digital Equity Act, school districts and community based organizations are faced with developing and executing plans that consider the needs of vulnerable families, students, and communities. Through collaboration with school district personnel and openly discussing digital equity as a critical issue facing school districts nationwide, this research explored how two school districts are thinking about their digital equity and inclusion needs across their schools. Completed surveys captured multiple perspectives collected across the two school districts. Participants included district administrators, school principals, classroom teachers, and parents. Semi-structured interviews captured personal experiences from participants about digital equity and inclusion. Multiple barriers to digital equity and inclusion for students in schools, were documented in both surveys and interviews. Through a thematic analysis of the data collected, the study’s findings indicate a lack of coordinated efforts across schools within a district and classrooms, despite acknowledging the significance of digital equity. Through the analysis of data, the study yielded themes, cross-cutting concepts, and suggested actions aimed at lasting transformative change.