Technology Access Matters: Considering K-12 Students' Digital Home Access for Equitable and Inclusive Learning Environments

The state of student digital access requires ongoing examination to support the provision of equitable learning opportunities for all. Digital technologies have the potential to support inclusive pedagogical practices, particularly when intentionally aligned with the principles of Universal Design for Learning. However, these learning opportunities often require access to more than a basic laptop with word processing software and internet. Although resources such as microphones, content creation tools, and specialized software may be available within school environments, access at home remains inconsistent. The COVID-19 pandemic brought urgency to the need for education systems to better understand what access students have to technology at home. However, when the threat of emergency remote teaching subsided, the urgency educators felt for students to have reliable home access diminished. Yet, technological innovation continues to evolve, underscoring the need for teacher awareness of student digital home access when designing at-home assignments. Using activity theory, this paper presents findings from a case study examining the implications of digital access both during and beyond the pandemic. One online survey, semi-structured interviews, a review of documents provided by interview participants, and analytic memos derived findings related to digital home access and its continued importance in providing equitable and inclusive learning opportunities. The significance and implications for policy, instructional design, and future research on digital equity in evolving technological landscapes are discussed.