Making teaching through technology possible amidst the challenges of rural impoverishment: A case study

Abstract

Globalization has taken the central place in all the activities of the world. Education and schooling as the most prominent areas in the definition of nations are under pressure to compete favorably in the whole world. Technology is the way to go in teaching and learning, an expectation placed upon all irrespective of where the school is and where education should take place. Most schools that are in poor areas experience a dire shortage of facilities. The absence of basic teaching and learning facilities like the chalk board, and even classrooms makes the thought about computers and other technological services impossible to imagine. Teachers have to learn to make do with what is available to make teaching and learning possible. In spite of the levels of abject poverty, 99% of the learners possess cell phones and that also goes for all the teachers in the school where the research was conducted. A case study was suitable because of the proposition that cell phones are underutilized in under sourced schools. The sample was chosen conveniently through purposive sampling. The study draws from the cognitive approach theory using qualitative approach. Semi instructed interviews were used as the main instrument for data collection. Follow up telephonic contact was made where it became necessary. Observations of lesson presentations and analysis of some documents were undertaken. Results show that the learners participated more and teachers reported that they look forward to going to class. Cell phones present new and refreshing experience to both secondary learners and teachers.