Technology changed the dispensation of education during the COVID-19 pandemic and contributed to maintaining some continuity in learning even for children from marginalised groups such as the Scheduled Caste/Scheduled Tribe communities. Drawing insights from India’s experience during the pandemic in Haryana and Jharkhand, the study reveals how technology facilitated educational continuity for such children. It also uncovers associated challenges such as learning loss, digital divides, and infrastructural gaps.
