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About

Jessica Rizk is an education researcher whose work sits at the intersection of digital technology, classroom engagement, and equity in K-12 schooling. Drawing on sociological frameworks — particularly interaction ritual theory and digital capital — her research investigates how emerging technologies shape learning experiences across diverse student populations. Her most-cited work, "Digital Technology and Increasing Engagement Among Students with Disabilities" (2022, 62 citations), offers compelling evidence that thoughtfully integrated digital tools can meaningfully support inclusive classrooms, enabling students with disabilities to participate more fully in academic life. Complementing this, her widely read study of ten Ontario school boards explores whether digital technology can close socioeconomic engagement gaps, challenging simplistic "digital divide" narratives with nuanced qualitative findings. Rizk has also made practical contributions to STEM education, examining how robotics can foster 21st-century competencies in elementary settings through large-scale teacher and student research. Her dissertation and subsequent publications reveal a sustained commitment to understanding technology as a transformative social force within classroom routines and rituals. With nearly 100 cumulative citations, Rizk's scholarship offers educators and policymakers evidence-based guidance for harnessing technology to build more equitable, engaging learning environments.