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Published VersionCC BY V4.0, Open Access
Journal article
Populations Digitally Excluded from Education: Issues, Factors, Contributions and Actions for Policy, Practice and Research in a Post-Pandemic Era
Technology, Knowledge and Learning, Vol.29, pp.1733-1750
2024
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.
Details
- Title
- Populations Digitally Excluded from Education: Issues, Factors, Contributions and Actions for Policy, Practice and Research in a Post-Pandemic Era
- Authors
- Don Passey (Corresponding Author) - Lancaster UniversityJean Gabin Ntebutse (Author) - Université de SherbrookeManal Yazbak Abu Ahmad (Author) - Sakhnin CollegeJanet Cochrane (Author) - University of the Sunshine Coast, Queensland, School of Education - LegacySimon Collin (Author) - Université du Québec à MontréalAsmaa Ganayem (Author) - InnDigital (Israel)Elizabeth Langran (Author) - Marymount UniversitySadaqat Mulla (Author) - Tata Institute of Social SciencesMaria Mercedes Rodrigo (Author) - Ateneo de Manila UniversityToshinori Saito (Author) - Seisa UniversityMiri Shonfeld (Author) - Kibbutzim College of Education, Technology and the ArtsSaunand Somasi (Author) - Indira Gandhi National Open University
- Publication details
- Technology, Knowledge and Learning, Vol.29, pp.1733-1750
- Publisher
- Springer Dordrecht
- Date published
- 2024
- DOI
- 10.1007/s10758-024-09767-w
- ISSN
- 2211-1670; 2211-1662
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Education - Legacy; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991061498202621
- Output Type
- Journal article
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