The COVID-19 pandemic made us more aware of the barriers that first-in-family, culturally and linguistically diverse learners experience. Providing access to ICTs did not end digital exclusion (MacKenzie et al., 2022), rather illuminated the complexities of digital poverty in our Initial Teacher Education Programs. While progress towards technological innovation is increasingly moderating policy and practice (Gulson and Witzenberger, 2022), research demonstrates a declining engagement and confidence in technologically mediated teaching and learning (Howard et al., 2022; Pangrazio et al., 2022; Perrotta et al., 2022). Second, automated technologies bring with them impacts largely under negotiated but requiring advocacy around the potential for intangible forms of discrimination, inequity, and prejudice being perpetuated in automated educational systems (Arantes and Buchanan, 2022; Arantes, 2022). This study investigates the strategies and practices employed by academics teaching diverse student cohorts seeking to address digital poverty and enable digital agency, particularly in the field of teacher education. The Digital Poverty Research Group has completed a scoping review, and are interested in collaborating with interested parties around related topic detailed below.

Authors: Janine Arantes, Anitra Goriss-Hunter, Rachel Buchanan

Published in: Canada International Conference on Education, 2023

• Date of Conference: 26-28 June, 2023
• DOI: Exclusion Clause Applied
• Electronic ISBN: 978-1-913572-58-7
• Conference Location: Residence and Conference Centre, Toronto, Canada