Abstract
School technology access has become an issue of international priority. With increased access to technology on the horizon, educators stand at a crossroads. Do they continue with the status quo or attempt to use the rising technology levels to support those students who need it the most? The work in this chapter aims to contribute to this dialogue in two ways. First, it introduces the Digital Learning Ecosystem as an empirically grounded framework that provides a holistic perspective of the mutually interdependent variables shaping a technology-enabled learning environment. In addition to proposing the Digital Learning Ecosystem, this chapter continues the tradition of identifying and sharing promising research-based practices that are empirically linked to improved learning outcomes by underserved students.
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Zielezinski, M.B., Darling-Hammond, L. (2018). Advancing Equity Through Educational Technology: Promising Practices for Adoption, Integration, and Use in K-12. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-71054-9_95
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