Digital Poverty in a Country That Is Digitally Powerful: Some Insights into Leadership of Girls' Schooling in India under COVID-19 Restrictions

Autor/inn/en	Ferris, Ruth; Clarke, Marie; Raftery, Deirdre; Liddy, Mags; Sloan, Seaneen
Titel	Digital Poverty in a Country That Is Digitally Powerful: Some Insights into Leadership of Girls' Schooling in India under COVID-19 Restrictions
Quelle	In: Asia Pacific Journal of Education, 42 (2022), S.34-51 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Marie) ORCID (Liddy, Mags) ORCID (Sloan, Seaneen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2022.2031871
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Educational Technology; Electronic Learning; Elementary Secondary Education; Access to Computers; Leadership Responsibility; Females; Single Sex Schools; Distance Education; Women Administrators; Administrator Attitudes; Barriers; Gender Bias; Equal Education; Principals; School Closing; India + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Distance study; Distance learning; Fernunterricht; Weibliche Führungskraft; Geschlechterstereotyp; Principal; Schulleiter; School closings; Schließung; Schließung (von Schulen); Indien
Abstract	This paper examines leadership challenges in managing digital power and digital poverty, in the delivery of schooling during the Covid-19 emergency lockdown in India. The article suggests that although India is considered a global leader in digital technology, its primary and secondary school system suffers from digital poverty with associated tensions for school leadership. The paper explores the nature of teaching and learning in a selection of girls' schools in India during Covid-19. In the context of the pandemic, school leaders have had to respond quickly to remote learning, supporting teachers to facilitate the use of educational technology. Our research examined the experience of leadership in a cross section of schools from different geographical and socio-economic backgrounds. The respondents reflected on their engagement with digital literacy and remote teaching methodologies, and how the pandemic changed the classroom experience with little or no lead in time to adapt. The article examines how Indian women in positions of educational leadership perceive digital power or poverty and how it affects change and challenge in their leadership responsibility. Conclusions are drawn regarding educational practices operational at present and anticipate considerations which must be acknowledged to support virtual learning into the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01