Learning with Mobile Devices: A Comparison of Four Mobile Learning Pilots in Africa

Autor/inn/en	Isaacs, Shafika; Roberts, Nicky; Spencer-Smith, Garth
Titel	Learning with Mobile Devices: A Comparison of Four Mobile Learning Pilots in Africa
Quelle	In: South African Journal of Education, 39 (2019) 3, Artikel 1656 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Isaacs, Shafika) ORCID (Roberts, Nicky) ORCID (Spencer-Smith, Garth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Telecommunications; Educational Technology; Handheld Devices; Technology Uses in Education; Teaching Methods; Rural Schools; Mathematics Instruction; Reading Instruction; Instructional Effectiveness; Academic Achievement; Foreign Countries; Africa; Kenya; South Africa + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathematics lessons; Mathematikunterricht; Leseunterricht; Unterrichtserfolg; Schulleistung; Ausland; Afrika; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper compares the mixed-methods evaluation findings of the ukuFUNda Virtual School (UVS) with evaluations of three different mobile learning (m-learning) programmes in Africa: the information and communication technologies for rural education (ICT4RED); the Kenya Primary Math and Reading (PRIMR) study and the Nokia Mobile Mathematics (MoMath) evaluation. The comparison applies a conceptual model based on m-learning affordances and configurations (Strigel & Pouezevara, 2012), as well as on uptake, use, and responses by program beneficiaries; and on stakeholder learning. The findings show varied successes across all four programs and highlight important lessons for stakeholders with particular reference to scaling up of m-learning interventions in an African context. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01