Conference
Digital Inequality in a Connected World: How Global EdTech Trends Reshape Local Learning Opportunities
| Τίτλος: | Digital Inequality in a Connected World: How Global EdTech Trends Reshape Local Learning Opportunities |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Artwell Marimo |
| Πηγή: | Bulgarian Comparative Education Society. 2026. |
| Διαθεσιμότητα: | Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Speeches/Meeting Papers Reports - Descriptive |
| Descriptors: | Access to Computers, Educational Technology, Educational Trends, Educational Opportunities, Technology Uses in Education, Equal Education, Foreign Countries, Technology Integration, Barriers |
| Γεωγραφικοί όροι: | South Africa |
| Περίληψη: | The rapid expansion of educational technology (EdTech) has reshaped teaching and learning worldwide, positioning digital tools as central components of contemporary educational ecosystems. Accelerated by COVID-19 disruptions, governments, institutions, and international organizations such as UNESCO have increasingly promoted digital learning platforms, online collaboration tools, and data-driven educational systems to sustain and expand access to education. Recent policy reforms in South Africa have mandated the integration of learning management systems (LMS) into public schools, supported by targeted funding initiatives. While these developments signal new opportunities for innovation and global knowledge exchange, they also expose and intensify persistent inequalities in digital access, infrastructure, and technological literacy. This paper highlights how global EdTech trends interact with local educational environments, particularly in contexts where digital resources remain unevenly distributed. Drawing on the concept of education as an ecosystem, the study explores how technological policies, institutional capacities, teacher preparedness, and socio-economic conditions shape the integration and effectiveness of digital learning tools. The analysis highlights the ways in which global digital education initiatives may unintentionally widen learning gaps between well-resourced and under-resourced communities, even as they promise greater connectivity and participation in global knowledge networks. Furthermore, the paper discusses strategies for creating more equitable digital ecosystems by emphasizing context-sensitive implementation, investment in digital infrastructure, and professional development for educators. By examining the dynamic relationship between global EdTech movements and local educational realities, the study contributes to ongoing international dialogues on inclusive and sustainable digital education. Ultimately, it argues that addressing digital inequality is essential for ensuring that technological innovation strengthens, rather than fragments, educational opportunities in diverse learning contexts. [For the complete Volume 24 proceedings, see ED681937.] |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Αριθμός Καταχώρησης: | ED681963 |
| Βάση Δεδομένων: | ERIC |
| Η περιγραφή δεν είναι διαθέσιμη |