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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RRA134-3 |
来源ID | RR-A134-3 |
The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning | |
Laura Stelitano; Sy Doan; Ashley Woo; Melissa Kay Diliberti; Julia H. Kaufman; Daniella Henry | |
发表日期 | 2020-09-24 |
出版年 | 2020 |
页码 | 10 |
语种 | 英语 |
结论 | Challenges with students' access to the internet and other technologies were intertwined with concerns about communication with students and their families
Teachers in high-poverty schools were more likely to report that their students lacked internet access at home
State contexts might shape internet access for students whose families live in poverty
Challenges related to technology—especially internet access—appeared to shape students' engagement in learning and teachers' communication with students and families
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摘要 | RAND researchers investigate the relationship between teachers' reports of their students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic. These data are drawn from the American Instructional Resources Survey, which was fielded in May and June 2020 and included questions to teachers regarding their instruction during school closures as a result of the COVID-19 pandemic. ,When teachers deliver remote instruction, their capacity to communicate with students and their families is shaped by home internet access. Researchers found that half of teachers estimated that all or nearly all of their students had access to the internet at home, and teachers in schools located in towns and rural areas, schools serving higher percentages of students of color, and high-poverty schools were significantly less likely to report that all or nearly all of their students had access to the internet at home. Researchers also found that gaps in internet access among students in higher-poverty versus lower-poverty schools—as reported by their teachers—varied greatly by state. These data suggest that existing inequities for students in rural and high-poverty schools might be exacerbated by students' limited access to the internet and communication with teachers as remote instruction continues. |
目录 |
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主题 | Academic Achievement Gap ; Educational Equity ; Educational Technology ; Families ; The Internet ; Minority Students ; Poverty ; Teachers and Teaching |
URL | https://www.rand.org/pubs/research_reports/RRA134-3.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/524214 |
推荐引用方式 GB/T 7714 | Laura Stelitano,Sy Doan,Ashley Woo,et al. The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning. 2020. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RRA134-3.pdf(185KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
1601599660918.jpg(8KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | ![]() 浏览 |
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