Mobile Learning for Early Reading in Cambodia

Autor/inn/en	Oakley, Grace; Pegrum, Mark; Kheang, Thida; Seng, Krisna
Titel	Mobile Learning for Early Reading in Cambodia
Quelle	In: Education and Information Technologies, 27 (2022) 2, S.1467-1487 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oakley, Grace) ORCID (Pegrum, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10615-y
Schlagwörter	Electronic Learning; Handheld Devices; Early Reading; Foreign Countries; Elementary School Students; Reading Difficulties; Grade 1; Grade 2; Grade 3; Program Evaluation; Cambodia + Suchen Sie Ihr Suchwort? Frühlesen; Ausland; Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Programme evaluation; Programmevaluation; Kambodscha
Abstract	This paper reports on a mixed-methods study of the "Total Reading Approach for Children Plus" (TRAC+) program, with a particular focus on its mobile learning element, where tablets and an app called "Aan Khmer" (Read Khmer) were introduced into Cambodian schools to assist 'struggling students' in Grades 1 to 3 learn early reading. This paper focuses primarily on survey and interview data collected in 2017 from relevant staff members, namely school directors, literacy coaches, teachers and librarians, about this intervention program. 73 school directors participated in the survey and following this, 68 staff members were interviewed, including 15 of the school directors surveyed. Findings indicate that staff members were positive about the program, including the app, and observed improvements in the children's reading. However, several implementation challenges were noted, which echo challenges reported in the literature on carrying out technology-based interventions. This paper offers insights into the importance of alignment between program design and user readiness, which may inform other technology-based programs intended to raise literacy standards in low- and middle-income countries (LMICs). (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01