Purpose

This paper aims to share responses from current literature, a small case study about perceptions and practices of the school of education faculty toward multicultural and educational issues concerning the rapid rise in online environments during coronavirus (COVID-19) experiences and just-in-time strategies for addressing digital equity and educational inclusion in K-16 online educational settings.

Design/methodology/approach

This is a conceptual paper that emerged from an action research case study. The study included four faculty in an urban school of education. The faculty participants were asked to provide examples of educational inclusion strategies used during transitioning their courses and advising to online environments in a Research I university. Faculty included one educational leadership, one sports management, one special education and one teacher education professor. Central issues explored practices related to language, technology access, curriculum design and technological competencies and assessment. A driving question was: How do institutions, schools or educators provide learning opportunities to support digital equity and inclusive education practice to maintain and strengthen relationships and core practices of multicultural education during a time of physical distancing during COVID-19? And what are the experiences, barriers, successes?

Findings

Research-based transformative knowledge, real situations and practical resources for considering inclusive education curriculum concepts were found that are connecting educators, teachers, learners and communities during this time of crisis.

Research limitations/implications

Methodological limitations that influenced the research design include conducting research in a totally virtual environment, small sample size, lack of diversity in curriculum content and one research site. The data collection was limited to written responses from the faculty participants. This action research study took place in a time frame limited by COVID-19 conditions during a four-month period.

Practical implications

In theory and practice, this new online movement suggests learners, teachers, educators and leaders are gaining experience and knowledge about resources and strategies for using new technologies, assessments and flexible curriculum as powerful tools for building language, curriculum and social-cultural communication bonds across generations and including special needs populations. Such new and emerging strategies could be used to bridge gaps in a time of distancing to support inclusive and equitable learning environments in education to minimize the effects of an emergent COVID-19 digital divide. Social learning culture as constructed, performed and captured in patterns of cooperation among faculties shows the world becoming more open and less restricted by borders. In conclusion, an emerging new conceptual framework is presented in Figure 2 to support action planning to bridge the digital equity access and learning gaps created by COVID-19.

Social implications

It is in times of strife and difficulty that problems and issues become exacerbated. While some educators easily adapted and took on the challenges of online learning, others needed time for learning and mourning (literally and figuratively). The issues of equity and access have become even more apparent as this paper takes inventory of intersections between multicultural education, special education, sports education and K-16 education overall. This is an excellent time to reflect on how education can address the cultural, economic and social barriers that impact student learning globally for all learners.

Originality/value

The brief collective case study reports educational experiences during a time of crisis that stimulates creative and innovative approaches to creating inclusive and equitable online learning environments to address diverse learning needs. The various and often contrasting educator responses from faculty facing digital and educational challenges present ideas that might be applicable in the global learning environment beyond the COVID-19 pandemic.

中文翻译：

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一项行动研究案例研究：出现 COVID-19 鸿沟期间的数字公平和教育包容

目的

本文旨在分享当前文献的回应，这是一个关于教育学院教师对有关冠状病毒 (COVID-19) 体验期间在线环境迅速崛起的多元文化和教育问题的看法和实践的小型案例研究和及时在 K-16 在线教育环境中解决数字公平和教育包容性的策略。

设计/方法/方法

这是一篇来自行动研究案例研究的概念性论文。该研究包括一所城市教育学校的四名教职员工。教师参与者被要求提供在过渡课程和为研究型大学的在线环境提供建议期间使用的教育包容策略的示例。教师包括一名教育领导、一名体育管理、一名特殊教育和一名教师教育教授。中心问题探讨了与语言、技术获取、课程设计和技术能力和评估相关的实践。一个驱动问题是：机构如何，学校或教育工作者提供学习机会来支持数字公平和包容性教育实践，以在 COVID-19 期间保持身体距离的情况下维持和加强多元文化教育的关系和核心实践？有哪些经验、障碍和成功？

发现

研究发现了用于考虑包容性教育课程概念的基于研究的变革性知识、真实情况和实用资源，这些知识在危机时期将教育者、教师、学习者和社区联系起来。

研究限制/影响

影响研究设计的方法论限制包括在完全虚拟的环境中进行研究、样本量小、课程内容缺乏多样性和一个研究地点。数据收集仅限于教师参与者的书面答复。这项行动研究是在 4 个月期间内因 COVID-19 条件限制的时间范围内进行的。

实际影响

在理论和实践中，这一新的在线运动表明，学习者、教师、教育工作者和领导者正在获得有关资源和策略的经验和知识，以使用新技术、评估和灵活的课程作为建立跨语言、课程和社会文化交流纽带的有力工具。代，包括特殊需要人群。此类新兴策略可用于弥合疏远时期的差距，以支持教育中的包容性和公平的学习环境，从而最大限度地减少新出现的 COVID-19 数字鸿沟的影响。在学院之间的合作模式中构建、执行和捕获的社会学习文化表明，世界变得更加开放，不受国界的限制。综上所述，

社会影响

正是在冲突和困难时期，问题和问题变得更加严重。虽然一些教育工作者很容易适应并接受在线学习的挑战，但其他人需要时间来学习和哀悼（字面上和比喻上）。随着本文对多元文化教育、特殊教育、体育教育和 K-16 教育之间的交叉点进行盘点，公平和机会问题变得更加明显。这是反思教育如何解决影响全球所有学习者学习的文化、经济和社会障碍的绝佳时机。

原创性/价值

简短的集体案例研究报告了危机时期的教育经历，这些经历激发了创造性和创新性的方法来创建包容和公平的在线学习环境，以满足不同的学习需求。面临数字和教育挑战的教职员工提出的各种不同且经常形成对比的教育工作者反应提出了可能适用于 COVID-19 大流行之外的全球学习环境的想法。