Mobile learning and numeracy. Filling gaps and expanding opportunities for early grade learning.

Autor/inn/en	Strigel, Carmen; Pouezevara, Sarah
Titel	Mobile learning and numeracy. Filling gaps and expanding opportunities for early grade learning.
Quelle	Bonn u.a.: GIZ (2012), 46, A17 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Informations- und Kommunikationstechnologie; Mediennutzung; Eltern; Erzieher; Kind; Lehrer; Lernen; Mathematikunterricht; Mobilität; Rechnen; Computerunterstützter Unterricht; Elementarbereich; Eltern; Kind; Elementarbereich; Primarbereich; Lehrer; Lernen; Computerunterstützter Unterricht; Mathematikunterricht; Rechnen; Entwicklungsland; Mobilität; Erzieher
Abstract	The present study on Mobile Learning and Numeracy examines how mobile learning (m-learning) could influence and improve numeracy education at early grade levels (ages 4-10) especially in low-income countries. Key questions to guide the research include: 1) What are the benefits and challenges of integrating mobile learning into early grade numeracy education? 2) What is the role of a teacher with regard to mobile learning and numeracy education? 3) How can the community and the parents actively contribute to/participate in the child's numeracy education with the use of mobile devices? and 4) How can mobile technology be used effectively in measuring/assessing numeracy gains? Effectively describing the potential use of m-learning for early grade numeracy in developing countries requires untangling a web of knowledge, theory, and experience from the domains of math instruction, early childhood education, ICT for development, and mobile learning. There is no doubt, though, that the increasing levels of "access" to mobile phones even in the poorest and most rural communities acts as a powerful driver for mobile learning and offers a greater chance, although not without challenges, for longer term sustainability of interventions. Further, our review of research on early grade mathematics and developmental progressions of what children learn and how, and existing experiences from computer- and game-based approaches, has identified "pedagogical" drivers making a case for mobile learning for numeracy. However, there is very little practical and rigorously evaluated experience to date in mobile learning for early grade numeracy in the developing world. Existing initiatives are more dominant in the higher grades and particularly in the US and Europe, with a focus on using tablets and smartphones and a variety of educational games and tools for reading and mathematics. However, contextual factors play such a strong role that the same program or software may yield significant effect sizes for mathematics achievement in one implementation, and no impact in the next. Furthermore, few initiatives to date maximize the convergence of features provided for in smartphones and tablets for new pedagogies. There are also issues related to safety and privacy that need to be carefully considered, especially when working with very young children, but also adults. At the same time there are a few promising examples, even using most basic mobile phones, for teacher professional development, parental engagement and advocacy, and early mathematics diagnostics and student assessment. In addition, there are opportunities for new pedagogies made possible by the mobility of the devices, their multi-functionality integrating image, audio and video; or icon- and touch-based interfaces that warrant further exploration for learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1