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Can we ever have ‘equity and equality’ in secondary digital education?

Written by: David Greenshields
7 min read
DAVID GREENSHIELDS FCCT, VICE PRINCIPAL, GRACE COLLEGE, UK The COVID-19 pandemic, including the closure of schools within many Western nations in the spring of 2020, has accelerated the shift towards and heightened the awareness of many educational organisations in relation to digital learning environments and technologies, and this has persisted throughout the period of schools reopening and returning to face-to-face teaching. Blume argues that while almost every area of our daily lives experienced significant disruption as a consequence of the pandemic and the state’s response to it, the education sector was ‘one of the sectors most severely affected’ (2020, p. 3). The enforced move to teaching and learning taking place by distanced, digital structures and the gradual reopening of society has led some to claim that the increased use of digital environments can lead to a transformation in education, not least in relation to the fostering of student wellbeing and ‘increasin

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