Improving Teaching and Learning in Poor Communities: Allocation of Technological Resources based on Equity and Need, Not Affordability
Abstract: The educational inequality between poor and wealthy students remains a perennial problem. The effort to address the problem has resulted in minimal progress. The present paper aims to show that addressing the poor academic performance of the students who live in poor communities should not be confined within the school environment. Students’ poor academic performance does not originate from their schools but their neighborhoods and homes. To help disadvantaged students engage in productive learning at school, the deficiencies which emanate from their homes and communities should be addressed to help them learn while in the school. The current authors believe that the allocation of teaching and learning resources including digital tools, be based on the equity of need and not on affordability. A child whose home is deprived of information technology and high-speed broadband connectivity is unlikely to integrate technology into learning correctly. Neither could poorly train teachers in poor neighborhood implement technology integration effectively without using teaching and learning approaches that will stimulate teachers to teach and students to learn.