Technology policy, technology integration, and equitable learning experiences: Insights in technological preparedness of US public schools for the pandemic

The present study examines the technological preparedness of schools, teachers, and students for the pandemic in US schools using PISA 2018 data ( N = 4838). Results showed that (a) the school technology policy strongly affects schools' capacity for teaching-learning and collaboration; (b) the location of school had effect on technological preparedness; (c) teacher gender had mixed effect on technological preparedness; and (d) female students had higher correlations for student reported constructs. These findings support the contention that the school's technology policy is a major factor for the technological preparedness for equitable learning by creating opportunities for digital resources, promoting collaboration, and improved pedagogical practices. The findings of this study contribute to the questions of to what extent schools, teachers, and students were prepared for global pandemic.