Mobile Learning during School Disruptions in Sub-Saharan Africa

Autor/inn/en	Kizilcec, René F.; Chen, Maximillian; Jasinska, Kaja K.; Madaio, Michael; Ogan, Amy
Titel	Mobile Learning during School Disruptions in Sub-Saharan Africa
Quelle	In: AERA Open, 7 (2021) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kizilcec, René F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Electronic Learning; Handheld Devices; Telecommunications; Educational Technology; Technology Integration; Emergency Programs; Access to Education; School Closing; Supplementary Education; Informal Education; Family Involvement; Emergent Literacy; Children; Learning Analytics; Developing Nations; Teacher Strikes; Violence; Elementary Secondary Education; Foreign Countries; Kenya; Cote d'Ivoire + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Hilfsprogramm; Education; Access; Bildung; Zugang; Bildungszugang; School closings; Schule; Schließung; Schließung (von Schulen); Ergänzungsunterricht; Informelle Bildung; Nichtformale Bildung; Frühleseunterricht; Child; Kind; Kinder; Developing country; Developing countries; Entwicklungsland; Lehrerstreik; Gewalt; Ausland; Kenia
Abstract	School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children's educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d'Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01