It will come as no surprise to readers that a global survey of teachers from across 92 countries reported recently that 56 per cent felt they do not have the skills needed to make digital learning a success (OUP, 2021).
One teacher spoke for many in the survey when they said: “I know there are many super digital resources available to support positive practices, but I still feel like I’m fumbling in the dark.”
We have seen the challenges that this presents in the many and varied responses to pandemic-induced lockdowns and remote schooling. But this is a much bigger issue. It is fundamentally about social justice and facilitating meaningful equality for all children.
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