Populations Digitally Excluded from Education: Issues, Factors, Contributions and Actions for Policy, Practice and Research in a Post-Pandemic Era

Abstract This conceptual paper draws on a wide range of research and policy literature, providing a contemporary view of issues, factors and practices that affect education for digitally excluded populations. Concern for how education for digitally excluded populations can be supported is focal to this paper, with different sections offering key related perspectives. From an analysis of issues, factors and practices, actions for policy, practice and research are identified. Given a key finding that power issues can have major effects on plans, implementation processes and outcomes when addressing needs of education for digitally excluded populations, the paper concludes by offering frameworks to support and enable key discussions, to involve representatives from an excluded population as well as those from policy (government and industry), practitioners (teachers and learners) and researchers.

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Publication Details

Journal
Technology Knowledge and Learning
Published
2024-08-12
DOI
https://doi.org/10.1007/s10758-024-09767-w
Citations
7
Primary Topic
COVID-19 and Mental Health
Type
article
Field-Weighted Citation Impact
4.47
Controls
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article

Populations Digitally Excluded from Education: Issues, Factors, Contributions and Actions for Policy, Practice and Research in a Post-Pandemic Era

Elizabeth Langran, Janet Cochrane, Toshinori Saito, Sadaqat Mulla et al.
7 citations
Technology Knowledge and Learning
COVID-19 and Mental Health
4.47
article

Populations Digitally Excluded from Education: Issues, Factors, Contributions and Actions for Policy, Practice and Research in a Post-Pandemic Era

Elizabeth Langran, Janet Cochrane, Toshinori Saito, Sadaqat Mulla, Ma. Mercedes T. Rodrigo, Manal Yazbak Abu Ahmad, Miri Shonfeld, Don Passey, Asmaa Ganayem, Simon Collin, Saunand Somasi, Jean Gabin Ntebutse
article en
7 citations

Abstract

Abstract This conceptual paper draws on a wide range of research and policy literature, providing a contemporary view of issues, factors and practices that affect education for digitally excluded populations. Concern for how education for digitally excluded populations can be supported is focal to this paper, with different sections offering key related perspectives. From an analysis of issues, factors and practices, actions for policy, practice and research are identified. Given a key finding that power issues can have major effects on plans, implementation processes and outcomes when addressing needs of education for digitally excluded populations, the paper concludes by offering frameworks to support and enable key discussions, to involve representatives from an excluded population as well as those from policy (government and industry), practitioners (teachers and learners) and researchers.

Technology Knowledge and LearningVol. 29(4)
Université de Sherbrooke (CA), Université du Québec à Montréal (CA), University of the Sunshine Coast (AU), Ateneo de Manila University (PH), Seisa University (JP), Sakhnin College (IL), Kibbutzim College of Education, Technology and the Arts (IL), Indira Gandhi National Open University (IN), Marymount University (US), Lancaster University (GB), Tata Institute of Social Sciences (IN)
Openalex Percentile: Top 5%
COVID-19 and Mental Health
4.47
DOIOpen Access PDFOpenAlex
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