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Abstract
Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities, as was the case during the COVID-19 pandemic. However, persistent digital inequalities can undermine digital equity and inclusion and equity and inclusion in education generally, particularly for the most disadvantaged students. This paper explores the themes of digital equity and inclusion, and maps some of the policies and practices adopted in OECD countries for the equitable and inclusive use of digital tools in education. It highlights the importance of inclusive design and implementation of digital technologies, as well as the need for education systems to focus on capacity building such as teacher training, as well as adequate resourcing of digital tools. It discusses advantages and disadvantages of different approaches, and concludes by highlighting research and policy gaps.
Introduction
In recent decades, digitalisation in and out of education has steadily increased. The need for adequate technological resources and for clear plans regarding teaching and learning with digital technologies has become more apparent during the COVID-19 pandemic as systems turned to digital distance learning while schools were closed. The pandemic shone a spotlight on the depth and width of digital inequities and some exclusionary practices that were barriers to success for some students, particularly the most disadvantaged. As systems increasingly incorporate digital tools into the teaching and learning process, an important question is: how can digital technologies support equity and inclusion so that all students can succeed?
An overview of the theory and research in Section 1. shows that digital technologies can help make education more equitable and inclusive, when designing or capitalising on functions for improved flexibility and personalisation, in the attempt to meet the needs of diverse students. However, digital inequalities, especially in terms of access to digital tools and differences in digital skill levels, risk undermining digital equity and inclusion, and the potential for digital tools to advance equity and inclusion in education. In order to use digital tools to promote equitable and inclusive outcomes, education systems must focus on ensuring equity in terms of access to digital resources, and promoting digital skills, as well as using digital technologies...