Arquivo da Categoria: Brecha Digital

Digital equity: focusing on every Canadian’s digital future

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2022

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Our approach to equity

We define digital equity as “a state where all people and organizations can fully benefit from the digital technology necessary to succeed in the digital economy.”

At its core, digital equity is an element of overall societal equity. While many of the topics covered in this report can affect people from all ethnocultural and socio-economic backgrounds, we see disproportionate barriers facing certain demographic groups. For instance, while our surveys found that low income was a strong predictor of digital inequity, we know from previous research that systemic inequities—such as racism, colonialism, sexism, ableism, and ageism— and economic disparities are interlinked and intersectional.1 Some demographic groups are more likely to experience economic disparities due to these systemic inequities, and are therefore more likely to be impacted by digital equity barriers. 

Digital equity for Indigenous peoples

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O que torna o acesso dos alunos à aprendizagem digital mais equitativo? | What makes students’ access to digital learning more equitable?

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2022

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  • Teachers with high digital self-efficacy tend to work in private schools in almost a quarter of TALIS countries and territories and in socio-economically advantaged schools in one-seventh.
  • Schools with adequate digital technology are more likely to have teachers with high digital self-efficacy in one-third of TALIS countries and territories.
  • In a few TALIS countries and territories, teachers with pre-service ICT training tend to work in disadvantaged schools, while those with in-service ICT professional development tend to work in advantaged schools.

Referência: Teaching in Focus – OECD. (2022). Retrieved 27 July 2022, from https://www.oecd.org/education/school/teachinginfocus.htm

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ACCELERATING LEARNING RECOVERY | August 2021

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2021

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Taking urgent action to accelerate the recovery of learning loss is an essential element of national COVID-19 response education strategies. It is critical to ensure that this generation of students does not suffer a disadvantage in comparison to past and future generations. There is a large number of policy options at the system and school levels to achieve this goal. Given that the extent of learning loss is likely to vary across individual students, teaching at the right level will be more important than ever to help students catch up to grade-level standards. Tutoring programs, individualized self-learning programs, and computer-assisted instruction have also been found to improve student learning in various contexts, although countries will face the challenge of implementing them at scale. Extending instructional time, such as by offering summer school, can

be effective if combined with approaches that align levels of instruction with goals and needs of students. Grade retention by itself has limited effectiveness as a remediation strategy unless combined with other targeted interventions. …

Connecting learners: Narrowing the educational divide

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Ler no The Economist

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While lack of access to the internet does not preclude children from obtaining an education, the absence of the learning opportunities that connectivity enables can serve to further widen the gap in outcomes for children with and without access.

We have not yet achieved universal and affordable access to the internet for all.

Analysis by UNICEF and the International Telecommunication Union (ITU) estimates that 1.3 billion children globally between the ages of 3 and 17—or two thirds of this age group—still need access to the internet.

According to researchers and academics, improvements in access to the internet and digital tools in schools—in tandem with other measures which enable the effective use of these tools, such as access to devices, the availability of relevant content, and the provision of support to teachers and students to effectively integrate technology into educational practice—holds the potential to equalise opportunities at an early age which proliferates throughout childhood and adulthood—bringing not only benefits at an individual level but to society.

If countries with below average connectivity levels could increase their connectivity to the levels of a country like Finland (with higher levels), and supplement this with the right policies and programmes to integrate technology in education, they could see increased GDP.

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Accelerating Digital Inclusion in the New Normal

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Julho 2020 | Playbook

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