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      <title>Activity 5.1  by Ashlee Nelson</title>
      <link>https://padlet.com/ashleenelson0811/905itufqj0la2ym1</link>
      <description>Planning notes from activity 5.1</description>
      <language>en-us</language>
      <pubDate>2022-06-06 12:53:46 UTC</pubDate>
      <lastBuildDate>2026-03-14 18:42:38 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title></title>
         <author>ashleenelson0811</author>
         <link>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212179978</link>
         <description><![CDATA[<div>Access to the internet and digital literacy are issues that impact the digital divide. These issues have been highlighted more recently due to our rapid transfer due to the COVID19 pandemic to online learning with a high reliance on the internet and independent use of devices.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-06-06 13:02:05 UTC</pubDate>
         <guid>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212179978</guid>
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         <title></title>
         <author>ashleenelson0811</author>
         <link>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212181167</link>
         <description><![CDATA[<div>Socioeconomic status, race, age, gender and location may impact the digital divide.&nbsp;<br>Students from lower-income households, women, first nations people, older people, people with disabilities and people living in rural or remote locations are more likely to have lower digital literacy, issues accessing regular and reliable internet, lower digital confidence or more likely to be subject to online abuse. These are all factors with the impact of the digital divide.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-06-06 13:03:05 UTC</pubDate>
         <guid>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212181167</guid>
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         <title></title>
         <author>ashleenelson0811</author>
         <link>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212185017</link>
         <description><![CDATA[<div>Governments need to acknowledge a digital divide and then look to implement policies that support equitable access to technology.&nbsp;<br>One example of this was during the COVID-19 pandemic and when school switched to online learning, schools were able to offer skeleton staff which allowed students with internet access issues to continue to engage in their studies.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-06-06 13:06:45 UTC</pubDate>
         <guid>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212185017</guid>
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         <title></title>
         <author>ashleenelson0811</author>
         <link>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212186481</link>
         <description><![CDATA[<div>The Australian Curriculum encourages teachers to adapt their lessons to their classroom needs. Teachers should approach tasks considering the 3D Model, which includes general capabilities, learning areas and cross-curriculum priorities. This allows a teacher to support students who are at different levels of their learning.<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-06-06 13:08:04 UTC</pubDate>
         <guid>https://padlet.com/ashleenelson0811/905itufqj0la2ym1/wish/2212186481</guid>
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