Equitable access to digital technology in Queensland high schools – how the COVID-19 pandemic reignited the discussion

Many policies have been put in place by the Queensland government to address digital equity in schools; however, the question remains as to why inequitable access still exists among Queensland high school students and how to successfully address it universally. This research focuses on equitable access to digital technology in Queensland high schools, with a particular emphasis on teacher experiences during the COVID-19 pandemic. Using a sociocultural theoretical framework, a mixed methods study was conducted to collect data through surveys and interviews before and after COVID-19. This study explores the potential of technology to promote equity when implemented intentionally, and the negative impacts of the digital divide on students from disadvantaged backgrounds. The study details the challenges and opportunities associated with providing equitable access to digital education resources and identifies strategies for addressing the digital divide in education. The research concludes with recommendations for policy and practice aimed at guiding educators and policymakers to ensure that all students have equitable access to digital technologies and learn the skills needed to fully participate in today’s digital landscape.