Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realities—from the digital divide and digital literacy to poverty and language barriers—affect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools’ implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge from culturally responsive and context-specific foundations.

section Section I|39 pages

Understanding the Intersection of Students, Families, and Schooling in High-Needs Communities

section Section II|56 pages

Vision and Leadership for Digital Learning in High-Needs Communities

chapter 4|11 pages

Bridging the Digital Divide

An Analysis of Federal, State, and Local Policies in U.S. Schools
ByThomas Chandler, Joshua L. DeVincenzo

chapter 5|15 pages

Twitter for Professional Development and Learning in High-Needs Schools

Considerations for School Leaders
BySamuel F. Fancera

chapter 6|14 pages

Feedback, Evaluation, and Grading

The Unique Considerations Distance Learning Poses to the Evaluation Cycle and the Task of Ensuring Equitable Practices
ByKimberly Moreno

chapter 7|14 pages

Students' Informational Needs

Applying the Principles of Universal Design to Address Inequity in High-Needs Schools During Virtual Learning
ByGihan Mohamad, Ellen Pozzi

section Section III|122 pages

Pedagogical Strategies and Digital Tools Across the Curriculum

chapter 8|19 pages

Content-Neutral Technologies as a Pedagogical Response in High-Needs Schools and Communities

Design Thinking, Making, and Learning
ByDiallo Sessoms

chapter 10|27 pages

Designing a Culturally Responsive Multilingual Arts-Integration Program

Read-Aloud and Book-Inspired Art-Making Videos
ByHeejung An, Triada Samaras, Maria Lanni, Nisreen Rajab

chapter 12|12 pages

Digital Learning for Students with Disabilities

ByPei-Lin Weng

chapter 14|10 pages

A Whole New World

Virtual Excursions for Learners From Urban Settings
ByRenee Whelan, Michael Salvatore

chapter 15|10 pages

Rural Social Studies Teachers' Postpandemic Use of Technology Tools

ByScott W. DeWitt, Ethan Podwojski