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Special Issue: Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12: [Special issue introduction]
Umeå University, Faculty of Social Sciences, Department of Education. (lict, digsum)ORCID iD: 0000-0003-3985-7848
Umeå University, Faculty of Social Sciences, Department of Education. (lict, digsum)ORCID iD: 0000-0002-0051-4744
Umeå University, Faculty of Social Sciences, Department of Education. (lict, digsum)ORCID iD: 0000-0002-0941-9364
2022 (English)In: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, no 2, p. 1-6Article in journal (Refereed) Published
Abstract [en]

There are many situations where digital technology has served as the lifeline or salvation for society. Unexpected and unpredictable situations like catastrophic floods, blizzards, earthquakes, and more recently the Covid-19 pandemic have forced families to stay home, meaning that digital technologies have become important tools for people to work and learn. Other examples are societal and regional challenges such as lack of qualified teachers, diminishing birth rates, and difficulties in filling classrooms that force digital and educational development. The symposium held in May 2021, which resulted in this special issue, was intended to explore possibilities for ensuring equal access to education in rural schools using remote teaching. At the symposium, different strategies to increase access to education in the context of K-12 using digital technologies was presented and discussed. It brought together researchers from Europe and North America, all represented in this issue.

Place, publisher, year, edition, pages
Umeå University , 2022. Vol. 4, no 2, p. 1-6
National Category
Social Sciences Pedagogy
Research subject
education
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URN: urn:nbn:se:umu:diva-195593DOI: 10.33621/jdsr.v4i2.139OAI: oai:DiVA.org:umu-195593DiVA, id: diva2:1662555
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2022-06-01Bibliographically approved

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Pettersson, FannyFrom, JörgenLindberg, J. Ola

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