Ed Tech and Educational Opportunity during the COVID-19 School Closures: A Case Study of Chennai, Tamil Nadu

Autor/inn/en	Vegas, Emiliana; Shah, Sheral; Fowler, Brian
Institution	Brookings Institution, Center for Universal Education
Titel	Ed Tech and Educational Opportunity during the COVID-19 School Closures: A Case Study of Chennai, Tamil Nadu
Quelle	(2021), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Institutional Characteristics; Public Schools; Private Schools; Socioeconomic Status; Gender Differences; COVID-19; Pandemics; School Closing; Barriers; Equal Education; Elementary School Students; Educational Practices; Access to Computers; Learning Activities; Parent Role; Distance Education; Access to Education; Attendance; Fees; Family Income; India + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Public school; Öffentliche Schule; Private school; Privatschule; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; School closings; Schule; Schließung; Schließung (von Schulen); Bildungspraxis; Lernaktivität; Parental role; Elternrolle; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Anwesenheit; Gebühren; Studiengebühren; Familieneinkommen; Indien
Abstract	The purpose of this study is to identify gaps and challenges in the use of education technology (ed tech) in Chennai, Tamil Nadu during COVID-19. Specifically, the authors investigated how use of ed tech differed by type of school (government or private), household socioeconomic status, and student gender--and how it changed during the COVID-19 school closures. Ultimately, the authors wanted to know how the use of ed tech may exacerbate or mitigate the unequal impact of school closures on student learning. The survey findings indicate that during the pandemic-related school closures, students in private schools and those from high-socioeconomic status households have more access to digital devices and are more engaged in regular educational activities during COVID-19 than their peers in government schools and from low-socioeconomic status households; findings also indicate that girls are more likely than boys to have access to digital devices for learning and to engage in more regular educational activities. Unsurprisingly, parents turned out to be a major source of educational activities of young children during the school closures. Altogether, these preliminary results shed light onto a likely growing inequality of educational opportunity in India and around the world, suggesting the need for policymakers to broaden access to continuous and equitable learning opportunities across the student population. (ERIC).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01