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Tschinkel University of Nevada, Las Vegas Richard Miller University of Nevada, Las Vegas  \nECNU Review of Education 2024, Vol. 7(3) 762–783 © The Author(s) 2024 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231224083](DOI: 10.1177/20965311231224083)[ ](DOI: 10.1177/20965311231224083)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study analyzes digital equity realities in U.S. K-12 schools and the role that school leadership plays in digital equity.  \nDesign/Approach/Methods: Based on Selwyn’s conception of technology as three interlocking elements (access, educational practices, and social context), we applied the ideals of equity and social justice to each of the three elements to conceptualize a framework of digital equity, situating school practice in the larger social, cultural, and political context of the United States. Guided by this framework, we conducted a systematic literature review of the current state of digital equity and school leadership in K-12 schools.  \nFindings: The findings demonstrate that U.S. K-12 schools face digital inequity issues, including inequitable access to technology, exclusionary and punitive educational practices using technology, and an unjust social context for technology in schools. These findings indicate that school leadership plays an important role in digital inequity.  \nCorresponding author:  \nKatrina Liu, Department of Teaching and Learning, University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Box \\#453005, Las Vegas, NV 89154-3005, USA.  \nEmail: [katrina.liu@unlv.edu](katrina.liu@unlv.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: Based on these findings, we present a framework to assist K-12 leaders in enhancing digital equity, including addressing educational inequities and creating an inclusive social context for the school, ensuring equitable accessibility to technology in schools, and supporting teachers in developing meaningful and equitable practices using technology to address the opportunity gaps encountered by marginalized learners.  \nKeywords  \nCritical Race Theory, digital equity, K-12 schools, school leadership, technology integration Date received: 21 October 2021; revised: 26 May 2023, 20 September 2023; accepted: 20 November 2023  \nIntroduction  \nIt has been 69 years since Brown vs. Board of Education (Brown hereafter) ruled that all children, especially students of color and those historically marginalized in the United States, should receive fair and equitable education. Over that time, educational technology changed drastically from lectures, textbooks, chalk, and blackboards to today’s podcasts, chrome books, smartboards, virtual reality, and AI. Education has participated as enthusiastically as other sectors of society in the transition to a post-digital world (Peters & Besley, 2019) in which digital technology is part of the taken-for-granted base upon which the superstructures of society depend. How has the rise of postdigital education operated in the context of the promise of equity proffered by Brown?  \nWe know that within U.S. public education in general, the promise of Brown has not yet been fulfilled. Students of color are still disadvantaged by education deb","cbCaihQiVsFW02si","https://ap.wps.com/l/cbCaihQiVsFW02si","pdf",806986,22,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Keywords\n# Introduction\n## Background and context\n## Digital divide and digital equity","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study analyzes digital equity realities in U.S. K-12 schools and examines the role school leadership plays in digital equity.\"},{\"question\":\"How does the study conceptualize digital equity?\",\"answer\":\"It uses Selwyn’s three interlocking elements—access, educational practices, and social context—and applies equity and social-justice ideals to each to form a digital-equity framework.\"},{\"question\":\"What key findings emerge about U.S. K-12 digital equity?\",\"answer\":\"The findings indicate digital inequity driven by inequitable access to technology, exclusionary and punitive technology-based educational practices, and an unjust social context in schools.\"}]","Digital Equity and School Leadership in a Post-Digital World - Article | PDF",1792092826,55]