ArticleTechnology in society2021
A new educational normal an intersectionality-led exploration of education, learning technologies, and diversity during COVID-19.
Article in Technology in society, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
9 citing papers in PubMed.
- Professional Development for Teachers in the Digital Age: A Comparative Analysis of Online Training Programs and Policy Implementation.Behavioral sciences (Basel, Switzerland) · 2025Article
- A scoping review on the operationalization of intersectional health research methods in studies related to the COVID-19 pandemic.International journal of qualitative studies on health and well-being · 2024Article
- Sentiment analysis and emotion detection of post-COVID educational Tweets: Jordan case.Social network analysis and mining · 2023Article
- The digital divide in online learning in China during the COVID-19 pandemic.Technology in society · 2022Article
- Remote learning via video conferencing technologies: Implications for research and practice.Technology in society · 2022Article
- The show must go on: The mediating role of self-assessment in the relationship between performers' technology acceptance and satisfaction level with remote performances in Korea during the COVID-19 pandemic.Technology in society · 2022Article
- The perceptions of female breadwinner parents regarding their children's distance learning during the Covid-19 pandemic.Education and information technologies · 2022Article
- From luxury to necessity: Progress of touchless interaction technology.Technology in society · 2021Article
- Effect of the COVID-19 pandemic on public managers' attitudes toward digital transformation.Technology in society · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic exacerbated the learning technologies disparity in the U.S. K-12 education system, thus broadening an already existing and troublesome digital divide. Low-income and minority students and families were particularly disadvantaged in accessing hardware and software technologies to support teaching and learning. Moreover, the homicide of George Floyd fostered a new wave of inquiry about racism and inequality, questioning often enabled with and through technology and social media. To address these issues, this article explores how parents and teachers experienced the pandemic through intersectional and digital divide-driven lenses. Data were collected from eight parents of underserved children and nine U.S. K-12 teachers to better understand challenges and best practices related to learning technologies during the pandemic. Data collection also focused on conversations about social justice, exploring specific needs and strategies for addressing technology inclusion and diversity in educational environments. Results from the study suggest that COVID-19 was a source of increased digital divide in terms of community and social support rather than economic means. At the same time, staying at home facilitated family discussions about racism and intersectionality-related themes. Implications are suggested for improving school communities and contexts in dealing with pandemic and emergency learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.