Educational Technology: The Ethical and Sociological Imperative for Equity and Inclusion

Abstract

Information and communication technologies (ICTs) have become ubiquitous and integral in daily living. The COVID-19 pandemic pushed educational technologies to the centre of teaching and learning in an unprecedented fashion, as governments launched them in an effort to ensure continuity of learning. The overwhelming adoption of technologies in different environments, including education, commerce, and work, offers stakeholders (e.g., designers, users, curriculum developers) an opportunity to rethink various aspects of the technology ecosystem, which increase inclusion, equity, and promotes agency for individuals, especially individuals with disabilities (Bricout et al., 2021; Courtenay & Perera, 2020). These aspects may focus on design features, content, representation, and supports that facilitate access. Additionally, there is a heightened need for critical consideration of the ways that educational technologies exacerbate inequalities and identify ways to address these realities.