Deeper Tech Connection Might Be The Solution!
The socioeconomic gap in education has been around since the idea of education became a deliberate part of society. Certainly there existed a gap in the differences of learning expectations for the barons compared to those of the serfs. There definitely exist(s/ed) a gap in the learning opportunities for minority groups compared to the cis-white males in the United States of America. These gaps showed up in the form of the black school building being less structurally sound and comfortable as compared to the white school building. It showed up in black schools receiving textbooks with out of date information, and plenty of other ways that allowed the educational gap to continue to grow as integration took the racial component of segregation and turned it into financial segregation that continues to this day.
Reduced opportunities, fewer resources, subpar coping skills, and lower achievement are just a few of the struggles faced by individuals that fall into the lower socioeconomic class. These issues can be felt at the individual and even at the school level. Although an individual may live above the poverty line, this does not guarantee that the individual's zoned school does not suffer from the issues inherent to a “poor” school. One of the issues that can have a major effect on the school for all students regardless of income is access to qualified teachers. All schools currently face a teacher shortage, but in impoverished schools this issue is exacerbated because of the difficult environments that come with the poverty stricken territory. This leads to classrooms filled with individuals willing to serve in this high needs area, but lacking in the skills to do it effectively.
There are people with a willing spirit to teach children and every day they come into classrooms and give the best they have to their class. Some will be successful, because they just so happen to have “it”, but most will still only see marginal success among those students who would find success in any environment. The proper application and access to technology represents an opportunity for willing teachers with or without the “it” factor to be successful in the classroom and provide what each student needs. The Artificial Intelligence wave has just begun to truly show in schools, and it represents a path to greater success for schools willing to take the plunge. There are plenty of areas where teachers relinquish some control of their educational spaces to the skills of others. Sometimes it is lauded, such as when teachers find a YouTube video that helps better explain a challenging concept. At other times teachers are criticized for using websites like Teachers-pay-Teachers. Both of these resources can be beneficial when responsibly used, and a detriment when not. The use of Artificial Intelligence in education would be no different. Technology coordinators must be willing to include responsible usage of these tools as part of their responsibility for "Development of Others". As shown in the Leading Others Skill-Will matrix below, serving as a "Guide" is most important for those with high will but low skill.
Technology Coordinators and school leaders should recognize Artificial Intelligence, Teachers-pay-Teachers and websites like Khan Academy as a means to close the skill gaps that exist among teachers. Classically trained or not, instructional differentiation becomes much easier when there is a computer that can organize and compile data exponentially faster than humans. Reinventing the wheel is a waste of time, so access to standards-based plans gives teachers more time for preparing the space and gathering the resources and supplies for the lessons. It gives the teacher more time to customize the learning to meet the individual needs in the classroom. Knowing the right online sources to use for challenging concepts, and how to vet, access and share those sources can help teachers empower the learners to address their personal educational challenges. Support for novice, uncertified, and struggling teachers in developing these skills should be given more support through the technology department of the schools. Imagine a coordinated push to use technology as a means to work with underdeveloped teachers to more quickly address their individual needs with the goal of them doing the same. Using technology to address the skill gap of the teacher by training the teacher to address the learning gaps of the students through technology.
Bradley, Kate. “The Socioeconomic Achievement Gap in the US Public Schools.” Ballard Brief. December 2022. www.ballardbrief.byu.edu.
Stephen,
ReplyDeleteI enjoyed reading your post, especially the connections to history! As a former history teacher, I appreciate that you shared some relevant examples from our past to give context. You made a great point about the persistence of an opportunity gap among students. It's unfortunate that this continues to create disparities in education for our students, even though we are all well aware of its existence. I think you're right about technology providing an opportunity to address the opportunity gap. Teachers who lack confidence or experience may use technology to enhance their instruction, and there are many resources out there. Technology also provides teachers with a way to meet the needs of many diverse student needs, even if there are funding limitations. For example, technology resources can provide tailored instruction for students for a fraction of the cost of an additional staff person ("Can Educational Technology Close the 90/10 Achievement Gap," 2020). However, the real question is how to use technology to enhance, not replace teachers. The concern I have is that if we continue to use technology, we must ensure that we're not replacing engagement in the classroom with students staring at screens. The role of the technology coordinator is critical in making sure teachers have the resources they need to provide great educational opportunities, but they must always consider how the technology will be used (Frazier & Hearrington, 2024). Technology can support learning and reduce a teacher's workload, but it must be used to supplement teaching, not replace it.
References
Can Educational Technology Close the 90/10 Achievement Gap? (2020, April 10). Medium. https://medium.com/@gsb_silab/can-educational-technology-close-the-90-10-achievement-gap-ef0e529e10eb
Frazier, M., & Hearrington, D. (2024). The technology coordinator’s handbook (4th ed.). International Society for Technology in Education.
Stephen, your post traces how educational inequity has shifted from overt racial segregation to the more covert but equally damaging reality of financial segregation. I appreciate how you connect historical injustice to present-day teacher shortages and resource disparities. Your point that poverty impacts entire school ecosystems—not just individual students—is especially important.
ReplyDeleteI also find your discussion of Artificial Intelligence compelling. When framed as a support rather than a replacement, AI can function much like platforms such as TeachersPayTeachers or Khan Academy—tools that can extend teacher capacity when used responsibly. Positioning technology coordinators as “Guides” for high-will, low-skill teachers aligns well with sustainable school improvement.
However, I would add that equitable implementation is key. Without intentional training and infrastructure, AI could widen gaps between well-funded and under-resourced schools. Your call for coordinated support systems is essential to ensure technology truly becomes a bridge rather than another barrier.
I truly enjoyed your post on the complex relationship between socioeconomic status and education. It’s heartbreaking to see how inequities in resources and opportunities have persisted over time, especially in access to qualified teachers. Your point about the challenges teachers face in impoverished schools really resonates.
DeleteI also appreciate your emphasis on the potential of technology- specifically AI- to bridge some of these gaps. As you mentioned, technology can empower teachers to differentiate instruction more effectively, catering to each student's unique needs. It relates to the text, highlighting the importance of using technology to foster collaboration among educators, enabling them to share resources and strategies. This could certainly help alleviate some of the skill gaps you described.
While technology is a fantastic tool for enhancing education, we must ensure that it doesn’t replace the crucial human interactions that nurture learning. A scholarly article by Hattie and Donoghue (2016) emphasizes that technology should supplement, not supplant, effective teaching practices. For students, especially those from underprivileged backgrounds, building relationships with educators can significantly impact their learning outcomes. So, while we embrace tech tools like AI and online resources, it’s still important to foster strong, supportive connections in the classroom.
Thanks for sharing such an insightful post!
References:
Frazier, M., & Hearrington, D. (2024). Technology Coordinator’s Handbook, Fourth Edition: A Guide for Edtech Facilitators and Leaders. International Society for Technology in Education.
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Npj Science of Learning, 1(1). https://doi.org/10.1038/npjscilearn.2016.13