Digital inequality at home. The school as compensatory agent

Sara M González-Betancor,Alexis J López-Puig,M Eugenia Cardenal

doi:10.1016/j.compedu.2021.104195

Abstract

Following the lockdown caused by the COVID-19 crisis, the forced digitization of teaching at all levels of education has highlighted the social problem of digital inequality at home. The article addresses this issue by looking at the role of both social background, as measured by socio-economic-status (SES), in this inequality, and that of schools. A multidimensional approach to digital inequality is proposed, incorporating the frequency and quality of use of digital media, as well as ICT access. To this end, multiple structural equation models are estimated using data from the last PISA cycle (2018), for a total of 161,443 students from 6261 schools and 21 European countries, to check the influence on each of these three dimensions of both the SES and the integration of ICT in schools. The results confirm that for most European countries: (1) access to ICT at home is influenced to a greater extent by the family's SES than by the integration of ICT at school; (2) both the frequency and quality of use of ICT at home are influenced more by the integration of ICT at school than by the SES of the family, while in some countries the influence of the social aspect is practically irrelevant. Therefore, the integration of ICT in schools emerges as a compensatory measure for the social inequalities of students and may contribute to the reduction of digital inequality.

Highlights

The COVID19 crisis has had, among its many effects, a very drastic one on families and education systems
It was not appropriate to use the original PISA SES variable, since using it, would explain ICT integration at home by one of its components, namely ICT access at home, which would lead to endogeneity problems
From the results presented in the previous section, it can be seen that ICT access at home is influenced to a greater extent by the family’s SES (H1a) than by ICT integration at school (H2a)

Summary

Introduction

The COVID19 crisis has had, among its many effects, a very drastic one on families and education systems. The decision to confine the population and introduce teleworking wherever possible, and to move academic training to online platforms for an extended period, has meant relying exclusively on digital resources for education at all levels of teaching and learning. This has revealed the inadequacies of the educational model in place in each country, as well as the inequality of resources with regard to devices, connectivity, and the resulting work overload for families and teachers in their attempt to ensure the continuity of the ac ademic course by telematic means (Ferguson, 2020; Schulze, 2020). The challenge for the author is to generalize the use of digital technologies, but to democratize knowledge and competencies

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Discussion

Conclusion