Eradicate Social Poverty through Developing Educational Technology
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Published
Jun 30, 2021
Abstract
Poverty is a complex social problem. According to Rowntree (1902) and Reynolds (1971), poverty is a multi-faceted, dynamic, and complex aggregate, which is related to economic, social, cultural and other factors. In the historical process of humankind’s continuous struggle with poverty, eliminating various factors that form poverty, especially the ability factors that restrict individual development, including education, health, etc., so as to finally solves the problem of poverty is the ultimate goal of anti-poverty. Among them, education, as a fundamental measure to improve the feasible ability of individuals, is considered to be a key factor in eliminating poverty and promoting social development and progress (Tilak, 2002).
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References
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Gaggioli C., & Sannipoli M. (2021). Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities. Science Insights Education Frontiers, 8(2):1037-1057. DOI https://doi.org/10.15354/sief.21.or021
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Irby, B.J., Tong, F., Lara-Alecio, R., Tang, S., Guerrero, C., Wang, Z., & Zhen, F. (2021). Investigating the impact of literacy-infused science intervention on economically challenged students’ science achievement: A case study from a rural district in Texas. Science Insights Education Frontiers, 9(1):1123-1141. DOI: https://doi.org/10.15354/sief.21.or033
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Rowntree, B.S. (1902) Poverty: A Study of Town Life. London: Macmillan Policy Press.
Schwartzman, S. (2004). Equity, quality, and relevance in higher education in Brazil. Anais da Academia Brasileira de Ciências, 76(1):173-188. DOI: https://doi.org/10.1590/S0001-37652004000100015
Tian, J., Mao, W., Liao, L. & Zhou, X. (2021). Targeted poverty alleviation model of China’s online education based on “Triple Classroom”: Take the “Shi Shi Xiang Yun” online school in Chengdu, China as an example. Science Insights Education Frontiers, 9(1):1183-1197. DOI: https://doi.org/10.15354/sief.21.re035
Tilak, J.B. (2002). Education and poverty. Journal of Human Development, 3(2):191-207. DOI: https://doi.org/10.1080/14649880220147301
Zhang, L. (2020) Overview of the poverty-alleviation by supporting education in China. Science Insights Education Frontiers, 6(2):631-651. DOI: https://doi.org/10.15354/sief.20.re010
Zhu, H. (2020). Hope for girls’ education in poverty-stricken areas: the school-running experience and process of Huaping Girls’ High School in Yunnan, China. Science Insights Education Frontiers, 6(2):653-667. DOI: https://doi.org/10.15354/sief.20.or035
Cheng, S., & Haiyan, L. (2016, March). Digital Education Resource Configuration Mode Transformation-From the Co-construction and Sharing to the Public to be Shared. In 2016 Eighth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA ) (pp227-pp230). IEEE. DOI: https://doi.org/10.1109/ICMTMA.2016.64
Gaggioli C., & Sannipoli M. (2021). Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities. Science Insights Education Frontiers, 8(2):1037-1057. DOI https://doi.org/10.15354/sief.21.or021
Hirsch E. D. (2007). The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Houghton Mifflin Harcourt.
Huang, J. (2021). Using information technology to improve the quality of education in areas lacking educational resources: Taking Southwestern Guizhou prefecture in Guizhou, China as a sample. Science Insights Education Frontiers, 9(1):1199-1212. DOI: https://doi.org/10.15354/sief.21.re039
Irby, B.J., Tong, F., Lara-Alecio, R., Tang, S., Guerrero, C., Wang, Z., & Zhen, F. (2021). Investigating the impact of literacy-infused science intervention on economically challenged students’ science achievement: A case study from a rural district in Texas. Science Insights Education Frontiers, 9(1):1123-1141. DOI: https://doi.org/10.15354/sief.21.or033
Li, J., Wan, Q., Lu, X., Yang, L., & Zeng, H. (2021). The development direction and suggestion of modernized education informatization-policy thinking triggered by “China Education Modernization 2035”. Distance Education in China (4):21-30. [Chinese] DOI: https://doi.org/10.13541/j.cnki.chinade.2021.04.003
Machekhina, O. N. (2017). Digitalization of education as a trend of its modernization and reforming. Revista Espacios, 38(40):26. http://www.revistaespacios.com/a17v38n40/17384026.html
Rowntree, B.S. (1902) Poverty: A Study of Town Life. London: Macmillan Policy Press.
Schwartzman, S. (2004). Equity, quality, and relevance in higher education in Brazil. Anais da Academia Brasileira de Ciências, 76(1):173-188. DOI: https://doi.org/10.1590/S0001-37652004000100015
Tian, J., Mao, W., Liao, L. & Zhou, X. (2021). Targeted poverty alleviation model of China’s online education based on “Triple Classroom”: Take the “Shi Shi Xiang Yun” online school in Chengdu, China as an example. Science Insights Education Frontiers, 9(1):1183-1197. DOI: https://doi.org/10.15354/sief.21.re035
Tilak, J.B. (2002). Education and poverty. Journal of Human Development, 3(2):191-207. DOI: https://doi.org/10.1080/14649880220147301
Zhang, L. (2020) Overview of the poverty-alleviation by supporting education in China. Science Insights Education Frontiers, 6(2):631-651. DOI: https://doi.org/10.15354/sief.20.re010
Zhu, H. (2020). Hope for girls’ education in poverty-stricken areas: the school-running experience and process of Huaping Girls’ High School in Yunnan, China. Science Insights Education Frontiers, 6(2):653-667. DOI: https://doi.org/10.15354/sief.20.or035
How to Cite
Zhou, L. (2021). Eradicate Social Poverty through Developing Educational Technology. Science Insights Education Frontiers, 9(1), 1109–1112. https://doi.org/10.15354/sief.21.ed016
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Editorial
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