Sarcouncil Journal of Education and Sociology

Abstract: The use of artificial intelligence (AI) and new technologies is quickly finding its way into the kindergarten through to 12th grade (K-12) classrooms and school functions of the United States. These may facilitate access, individualization, feedback and creativity. Nevertheless, they may also increase disparities when connectivity, hardware, and digital abilities as well as safe governance are uneven. The current narrative review is a synthesis of recent U.S.-focused policy and practice documents on bridging the digital divide and at the same time allowing equitable access to AI and other technologies. The evidence demonstrates the transition of a small devices and broadband frame to a larger model which incorporates three connected divides: digital access, digital design (educator capacity and time), and digital use (whether technology is used in meaningful learning or passive work). The review outlines 6 convergent trends, including maintaining universal connectivity outside of emergency programs; redefining the divide as access-design-use; creating educator capacity to design AI-ready learning; establishing responsible AI governance and procurement practices; reinforcing civil rights, disability inclusion and reducing bias; and establishing cross-sector partnerships to maintain progress. A theoretical framework is put forward to combine policy lever, school capacity and governance under an AI-ready model of digital equity.