Mobile Learning as a chance to enhance education in developing countries

Autor/inn/en	Grimus, Margarete; Ebner, Martin; Holzinger, Andreas
Titel	Mobile Learning as a chance to enhance education in developing countries - on the example of Ghana.
Quelle	Aus: Specht, Marcus (Hrsg.); Sharples, Mike (Hrsg.); Multisilta, Jari (Hrsg.): MLearn 2012. Mobile and contextual learning. Proceedings of the 11th international conference on mobile and contextual learning 2012. Helsinki, Finland, October 16-18, 2012. (2013) S. 340-345 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	CEUR workshop proceedings. 955
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	1613-0073
Schlagwörter	Medienpädagogik; Sekundarbereich; Lehrerbildung; Informelles Lernen; Lernen; Entwicklungsland; Medieninformatik; E-Learning; Mobiler Dienst; Mobiles Gerät; Ghana
Abstract	Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services [...]. The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in schools in rural areas are a huge challenge. The advancement of technology and high mobile penetration rates in developing countries has broadened the horizon of education. One possibility to overcome the problems is the application of the concept of mobile learning (called m-Learning). At first, it is required to describe the current situation in Ghana; this includes the identification of stakeholders as well as corresponding and influencing factors, which have to be taken in consideration when planning a holistic m-Learning-model for Ghana. M-Learning implies inherently a chance in the didactical approach. In the next step, together with a group of teachers in Ghana, research will be done, aiming at the implementation of a sustainable m-Learning concept for secondary education. Integrating teachers in the first phase is a necessity, since it supports the development of a pedagogical concept, which is necessary for a change in pedagogical practice to integrate m-Learning in daily practice. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2014/4