RTI International
Mobile learning and numeracy: Filling gaps and expanding opportunities for early grade learning in developing countries Carmen Strigel Sarah Pouezevara
Berlin, December 3, 2012
RTI International is a trade name of Research Triangle Institute.
www.rti.org
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Numeracy and classroom math
© National Numeracy, UK. Reproduced with permission
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What is mobile learning? Formal
Stationary
Learning context
Collaborative
Individual
Kinetic context
Informal
Mobile
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Rationale for m-learning and numeracy Mobile learning drivers:
Affordability and access Engagement and pedagogy
© Erin Scott
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Rationale for m-learning and numeracy Mobile learning drivers:
Affordability and access
Engagement and pedagogy
Penetration by phone type Cost and battery power by phone type Infrastructure/charging
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Rationale for m-learning and numeracy Mobile learning drivers:
Affordability and access
Engagement and pedagogy
© Vision Mobile, 2011. Reproduced with permission.
http://www.itu.int/ITU-D/ict/statistics/explorer/index.html
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Rationale for m-learning and numeracy Mobile learning drivers:
Affordability and access
Engagement and pedagogy
Thin rigorous evidence base for mobile learning and numeracy and effect learning outcomes –
–
US/UK/Europe; Smaller initiatives; Secondary/higher ed Few examples maximizing mobility of learner with device for new pedagogies
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Rationale for m-learning and numeracy Mobile learning drivers:
Affordability and access
Engagement and pedagogy
Initial, descriptive documentation of pilots find: – –
–
Enhanced engagement (novelty effect) Positively changing classroom dynamics to more collaboration, student led activities and teacher as facilitators Kids learn to navigate devices very quickly
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Rationale for m-learning and numeracy Mobile learning drivers:
Affordability and access
Engagement and pedagogy
Evidence from computerassisted learning and game-based learning –
Meta-analysis USA
–
Pratham India
–
+ effect on achievement Viable alternative
OLPC Peru
–
Moderate + effect on achievement Context-sensitive No change in motivation
Content matters (How? Not sure) Fosters underlying math skills
Game-based learning
Promotes engagement in older kids
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Basic phone
≈$25, 2 weeks battery life Communication: –
Content transfer: –
SMS, USSD, possibly radio, SD card
Input/output: –
SMS, Voice
B/W screen, alphanumeric keypad
Pocket computer features: –
Audio playback, Audio recording, Calculator, In-built games
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Feature Phone
≈$50, 4-5 days to 2 weeks Communication: –
Content transfer: –
+ ringtone download, EDGE/GPRS, Bluetooth, GPS
Input/output: –
+ web-based email, photo capture
Color screen, alphanumeric keypad
Pocket computer features: –
+ WAP, Java, file explorer
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Smartphone
≈$50, 4-5 days to 2 weeks Communication: –
Input/output: –
+ app-messaging, VoIP
Content transfer: –
+ 3G/4G, wifi
+ Touchscreen, pen input, writing translates to digital text, digital finger recognition.
Pocket computer features: –
+ Interactive multimedia apps, QR/Barcode scanning
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Convergence of technology, pedagogy, curriculum Mathematical understanding Verbally counts with number words, counts from numbers other than 1, skip counts and with objects by tens
Accurately counts objects (one-to-one correspondence) and answers “how many” (cardinality)
Affordances of Mobile Technology – Student direct use Low tech: Use audio playback to play and engage children in number sing-songs, playback stories that include mathematical vocabulary for numbers (e.g., “One, two, three, four, five, once I caught a fish alive”), counting, comparison, and space (e.g., “In, on, under”) High tech: Interactive videos; Number activities/apps (e.g. “Kids Numbers and Math Lite”; Leverage multi-touch finger detection ability of mobile device for counting (“Little Digits”) Low tech: Javagames that practice counting objects (e.g. “Connect Four”) and that connect counting of objects to the number of objects in the collection (“How many in all?”) High tech: Interactive activity allowing for actual touching of objects while counting and providing feedback if an item has already been counted (e.g. count the balls on this soccer field). Activities such as objects matching and making small, later larger, collections (e.g. give each child a plate and a cup by dragging them to their place on the table). Low tech: Quiz-type game asking “Which number is bigger, 8 or 5”; “Which number is smaller” –type questions that promote automaticity. Score keeping for motivation.
Mental number line to 10, then 1000
High tech: Interactive activities that allow children to explore and foster understanding of spatial representation of numbers (e.g. “Motion Math Zoom”)
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Example: Kindergarten Math
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Example: Little Digits
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Existing Initiatives
Basic Phones: – – –
STEP-AP – Teacher support and development; Voice Nokia Life – potentially teacher support, parent information; SMS MobiLiteracy – Parental Outreach; 2way SMS+ Audio
Feature Phones: –
– – –
Math4Mobiles – Student learning; Graphing and dynamic geometry tools Text2Teach – Teaching support; video MoMath – Student learning; Data transfer for results sharing and real-time chat Dr. Math – student learning; Data transfer for live tutoring
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Existing Initiatives – cont.
Smartphone/Tablet – – –
Ympyra – Student learning; Web; Visualization features Innovations for Learning (TeacherMate) – Student learning & differentiation; Web Tangerine:Class – Student assessment & teacher instructional guidance; Android, touchscreen; WiFi/3G (optional)
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Reflection –Putting theory into Practice
Contextual factors and cross-cutting issues: – – – – –
– – – – – –
Electricity Network coverage Costs (voice, message, data), and supply-driven business models Language/script “Early” – young children Cultural habit of sharing devices Technical sophistication Hardware provisions Policies (e.g. prohibiting cell phones in schools) Content – quality, access, …
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Recommendations
Raise awareness of m-learning, demystify and rationalize (balanced advocacy) Document/catalogue lesser-known experiences. Central information source “what works clearinghouse” Support more rigorous research – – – –
Defining terms and developing a theory of change Mapping existing research to theory of change Promote targeted evaluations and impact assessments Conduct and evaluate pilot projects
Promote enabling environment – – – –
Policies Open content Interoperability Business model for m-learning to achieve scale
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More Information Sarah Pouezevara eLearning Specialist RTI International
[email protected] Twitter: @spouez
Carmen Strigel ICT for Education and Training Team Leader
[email protected] Twitter: @ama_dablam
