Securing digital equity in Australian education

Stephens, K; Loble, L

Securing digital equity in Australian education

Stephens, K

Loble, L

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Publisher:: University of Technology Sydney
Publication Type:: Report
Citation:: 2024
Issue Date:: 2024-10-31

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Field	Value	Language
dc.contributor.author	Stephens, K https://orcid.org/0009-0006-0722-2089
dc.contributor.author	Loble, L
dc.date.accessioned	2024-10-23T04:09:34Z
dc.date.available	2024-10-23T04:09:34Z
dc.date.issued	2024-10-31
dc.identifier.citation	2024
dc.identifier.uri	http://hdl.handle.net/10453/181550
dc.description.abstract	Not all children have an equal chance to succeed at school, a pattern that persists across countries and time, and worsens as children get older. While Australian governments and school sectors have long been committed to changing this, we remain a long way from successfully addressing the inequity of student learning experiences and outcomes. This report considers educational technology (edtech), including that powered by artificial intelligence (AI), in the context of educational inequity and disadvantage. We ask: How does equity intersect with educational technology and AI? How is the rapidly increasing prevalence of AI-enabled edtech in Australian schools likely to impact educational equity? How could it help? How might it make things worse? What can we do to tip the balance? The report explores four dimensions of digital equity: • Access equity and digital inclusion • Data equity • Designing for equity • Equity and effective use. We argue that that it is necessary to address equity across all four dimensions for edtech to realise its potential to help tackle ongoing educational disadvantage in Australia. The report includes snapshots of practice in a small number of schools.
dc.language	en
dc.publisher	University of Technology Sydney
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Securing digital equity in Australian education
dc.type	Report
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Provost
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/The Trustworthy Digital Society
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2024-10-23T04:09:33Z
dc.identifier.doi	10.57956/rrpc-5708
pubs.confidential	false
pubs.place-of-publication	Sydney
dc.location	Sydney

Abstract:

Not all children have an equal chance to succeed at school, a pattern that persists across countries and time, and worsens as children get older. While Australian governments and school sectors have long been committed to changing this, we remain a long way from successfully addressing the inequity of student learning experiences and outcomes. This report considers educational technology (edtech), including that powered by artificial intelligence (AI), in the context of educational inequity and disadvantage. We ask: How does equity intersect with educational technology and AI? How is the rapidly increasing prevalence of AI-enabled edtech in Australian schools likely to impact educational equity? How could it help? How might it make things worse? What can we do to tip the balance? The report explores four dimensions of digital equity: • Access equity and digital inclusion • Data equity • Designing for equity • Equity and effective use. We argue that that it is necessary to address equity across all four dimensions for edtech to realise its potential to help tackle ongoing educational disadvantage in Australia. The report includes snapshots of practice in a small number of schools.

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http://hdl.handle.net/10453/181550