This guest post was written by Joshua Haynes who is studying for his Masters of International Business, at the Fletcher School at Tufts University. Reposted with Hayes' permission.
Adult literacy in rural areas faces an inherent problem. In Niger, for example, there are no novels, newspapers, or journals in native languages like Hausa or Zarma. The 20% of Nigériens who are literate are literate in French. The vast majority of rural villagers have struggled to maintain their livelihoods since time immemorial without ever knowing how to read a single word. What’s the point of literacy if there is no need for written materials?
Christelle Scharff is an associate professor of computer science at Pace University in New York. In our occasional series of mobile innovators, she is discussing her work with the Mobile Development and Web Design for Senegal project that teaches students to develop mobile applications.
To date, the project has also trained 22 teachers in Senegal in a training organized with Manobi. Most of the teachers did not previously identify mobile application programming as a field of study. The do now! Take a look at Christelle's work.
Voices of Africa: Citizen Journalists Reporting with Mobile Phones data sheet 5963 Views
Mobile phones are the tool of choice for a new group of young reporters in Africa. Voices of Africa Media Foundation, a Netherlands-based non-profit, trains young journalists in Africa to create news videos for the web using mobiles.
The foundation currently has programs in Kenya, Ghana, Cameroon, Tanzania, Mozambique, and South Africa, with plans to expand to more countries in 2010. The training program for the young journalists lasts nine months and teaches the trainees how to create video news reports with cell phones. At the beginning of the program, the small group (there are usually six or fewer participants per program) comes together and is trained for three to four days in the basics of mobile reporting (both how to use the technology and in basic journalism). Then they return to their communities, and for a period of six months, use the phones to make video reports on local stories.
Mobile phones are the tool of choice for a new group of young reporters in Africa. Voices of Africa Media Foundation, a Netherlands-based non-profit, trains young journalists in Africa to create news videos for the web using mobiles.
The foundation currently has programs in Kenya, Ghana, Cameroon, Tanzania, Mozambique, and South Africa, with plans to expand to more countries in 2010. The training program for the young journalists lasts nine months and teaches the trainees how to create video news reports with cell phones. At the beginning of the program, the small group (there are usually six or fewer participants per program) comes together and is trained for three to four days in the basics of mobile reporting (both how to use the technology and in basic journalism). Then they return to their communities, and for a period of six months, use the phones to make video reports on local stories.
Qton provides development and government organisations in the emerging markets with appropriate mobile and web based applications.
With extensive experience in mobile applications and software development Qton has a knowledgeable team committed to supplying affordable and effective solutions.
Aim
To assist organisations achieve their aims by enabling basic mobile phones to:
Project ABC: Using Cell Phones as a Platform for Literacy and Market Information in Niger data sheet 3371 Views
Author:
Jenny Aker
Publication Date:
Feb 2009
Publication Type:
Other
Abstract:
Project ABC, implemented in collaboration with Catholic Relief Services in Niger and Christopher Ksoll (Oxford University) and Travis Lybbert (University of California-Davis), is an innovative, three-year pilot program to use cell phones as a platform for literacy in Niger. The purpose of the pilot program is to use information technology (mobile phones) as a complement to traditional literacy training, providing households with the opportunity to practice their literacy skills via SMS.
The Mobile Citizen Project, which aims to fund and support mobile initiatives for social change in Latin America, launches today. The program is a project of the Science and Technology Division of the Inter-American Development Bank, with the support of the Italian Trust Fund for Information and Communication Technology for Development. MobileActive.org is a media partner, powering the Program's "Ideas Box."
According to the project's press release, the "Mobile Citizen Program aims to accelerate the development and implementation of mobile services to address acute social and economic problems. We will provide support to develop citizen-centric solutions that target low-income groups in urban and rural areas of Latin America and the Caribbean (LAC) region."
BridgeIT is a program that uses mobile phones to bring educational videos to rural classrooms - a mobile teaching tool deployed in The Philippines and Tanzania, is changing the way teachers and students interact.
The program develops videos in the subjects of math, science, and life skills, and provides schools with the technology necessary to use the videos in their classroom - everything from the mobile phones that receive the videos to the televisions that play them. Teacher training and lesson plans that promote the integration of the educational videos into regular classroom activities are also provided.
Mobile Phones and Development: An Analysis of IDRC-Supported Projects data sheet 3220 Views
Author:
Ahmed T. Rashid, Laurent Elder
Publication Date:
Jan 2009
Publication Type:
Journal article
Abstract:
In the context of the rapid growth of mobile phone penetration in developing countries, mobile telephony is currently considered to be particularly important for development. Yet, until recently, very little systematic evidence was available that shed light on the developmental impacts of mobile telecommunication.
The Information and Communication Technology for Development (ICT4D) program of the International Development Research Centre (IDRC), Canada, has played a critical role in filling some of the research gaps through its partnerships with several key actors in this area.
The objective of this paper is to evaluate the case of mobile phones as a tool in solving development problems drawing from the evidence of IDRC supported projects. IDRC has supported around 20 projects that cut across several themes such as livelihoods, poverty reduction, health, education, the environment and disasters. The projects will be analyzed by theme in order to provide a thematic overview as well as a comparative analysis of the development role of mobile phones. In exploring the evidence from completed projects as well as the foci of new projects, the paper summarizes and critically assesses the key findings and suggests possible avenues for future research.
BridgeIT, a mobile teaching tool deploying in Tanzania, is changing the way students and teachers interact in the classroom. The program, launched in 2007, allows teachers to download educational videos (focusing on math, science, and life skills) onto mobile phones. The phones are then connected to classroom televisions which display the videos. Students watch the videos, which usually run four to seven minutes, and then teachers use BridgeIT-designed lesson plans to build on the ideas set forth in the videos.
The short educational videos are transmitted to teachers in 150 schools in seven regions of Tanzania (Lindi, Mtwara, Pwani, Dar es Salaam, Tanga, Dodoma and Kilimanjaro). In a country in which classrooms are often overcrowded (the program originally aimed to reach 10,000 students; due to crowded classrooms and teachers teaching multiple classes through the day, BridgeIT lesson plans have so far been taught to more than 40,000 students) and the demand for books greatly exceeds the supply, lessons via video are an effective way to reach a large number of students.
The International Youth Foundation (IYF) invests in the extraordinary potential of young people. Founded in 1990, IYF builds and maintains a worldwide community of business, governments, and civil society organizations committed to empowering youth to be healthy, productive, and engaged citizens. IYF programs are catalysts of change that help young people obtain a quality education, gain employability skills, make healthy choices, and improve their communities.
IYF is based on the premise that throughout the world there are thousands of effective programs and approaches making a profound and lasting difference in young lives. Rather than build new programs from scratch, our mission is to identify programs “that work,” strengthen their impact, and expand their reach so that many more young people may benefit.
All of IYF’s program activity is clustered around four issue areas, which form the core thrust of IYF’s global youth initiatives. These are: Education, Employability, Leadership and Engagement, and Health Education and Awareness.
Here are some mobile events for the month of October that we thought are noteworthy and of interest to the MobileActive.org community. If you know of others, please mail us at info at MobileActive dot org.
The first Mobile Web Conference in Africa is a two-day event in Johannesburg that focuses on some of these key questions: How will the mobile industry evolve to a point where the vast majority of people have access to the mobile web and the content they want to view? How can societal and economic problems be tackled by the development of the capabilities of the mobile device?
PopTech explores major trends shaping our future, the social impact of new technologies, and new approaches to addressing the world’s most significant challenges. Several PopTech Fellows are part of the MobileActive.org community, including Deb Levine from Isis.inc, a leader in using mobile phones for sexual health education.
Mobile Learning in Developing Nations data sheet 2689 Views
Author:
Motlik, Scott
ISSN/ISBN Number:
1492
Publication Date:
Jun 2008
Publication Type:
Report/White paper
Abstract:
This paper looks at the diffusion and applications of mobile phone technology in education in Asia and Africa, compared to North America. It indicates that Asian distance education can be the global leader in the development of educational uses for the mobile phone; and it considers the potential for mobile learning in Africa and other developing regions. The paper concludes that it would be a disservice to learners and instructors if Asia and Africa were to cast their lot with web-based learning. By comparison, mobile phone technology is widespread, easy to use, and familiar to learners and instructors.
eGovernment research at Örebro University is concerned with the application, development and evaluation of IT systems relevant for society, especially the public sector. Our research, national as well as international, is carried out in collaboration with our partners in the government, enterprise and civil society sectors. We apply individual, organizational as well as societal perspectives on information systems and their development and role in society. We are studying, among other things, the use and development of Enterprise Architecture (EA) in municipal activities, information security in public activities, development and adaptation of the methods of systems development and evaluation, eLearning in developing countries, decision support systems, adjustment of municipal decision-making, eParticipation, and requirements engineering.
WildKnowledge (WK) are a spin out company from Oxford Brookes University in the UK. WK enables members to create and share mobile recording forms (WildForm), decision trees (WildKey), maps (WildMap) and diagrams (WildImage). These tools enable the user to make informed decisions in the field and gather good quality data. This collated data can then be uploaded and shared as part of collaborative projects. Most of our members are UK school children and students, we are keen to explore new areas both geographically and contextually. All WK applications are wep apps and can work on any device with a web browser from a mobile device to a laptop (functionality will vary according to browser's capabilities).
Developing mobile applications adapted to the African market is a challenge and an opportunity demanding a deep understanding of the African realities - as diverse as they are even inside a single country. African computer science students will play a crucial role in this context and be key in the development of such applications corresponding to the needs of their compatriots - from various backgrounds.
The goal of this project is to educate Senegalese students on the potential and procedures - at the technical and business levels - for creating tech startups based on mobile technology corresponding to the needs and realities of their country
The Peace Corps traces its roots and mission to 1960, when then-Senator John F. Kennedy challenged students at the University of Michigan to serve their country in the cause of peace by living and working in developing countries. From that inspiration grew an agency of the federal government devoted to world peace and friendship.
Since that time, more than 195,000 Peace Corps Volunteers have served in 139 host countries to work on issues ranging from AIDS education to information technology and environmental preservation.
Here are some mobile events for the month of September that we thought are noteworthy and of interest to the MobileActive.org community. If you know of others, please mail us at info at MobileActive dot org.
Mobile Tech 4 Social Change Camps are local events for people passionate about using mobile technology for social impact and to make the world a better place.
Mobile Tech 4 Social Change Camp in Bangalore includes:
Ubiquitous Information - Mobile Phones in the Classroom data sheet 3206 Views
Author:
Toni Twiss
Publication Date:
Jan 2009
Publication Type:
Report/White paper
Abstract:
A New Zealand Ministry of Education eFellowship report on the use of mobile phones in classrooms to foster information literacy skills.
The report considers the impact ‘anytime’ access to information via access to the mobile internet will have on teaching and learning in the future. It explores the potential applications for mobile phones in the classroom and the skills that students will need in order to cope with the mass of information on-demand that is available to them.
The research conducted for the purpose of this report involved a class set of 30 3G mobile phones being made available for a single unit of work by three different classes; a Year 12 Media Studies, Year 9 Social Studies and a general Year 8 class. Each unit of work ran for approximately 5-7 weeks. The teachers involved in the study were given support to learn how to use various functions of the mobile phones and to plan their unit of work.
The findings of this report indicate the following:
Applications and tools available for use via a mobile phone, including access to the world wide web, have a great deal of potential for use in schools.
Currently cost of data is the single biggest factor in limiting this use.
While as teachers we are constantly being told our students are ‘digital natives’, many of our students are not as au fait with technology as teachers are led to believe. Students are being labelled the ‘net-gen’ and teachers who have been told that they are ‘digital immigrants’ often do not see that the skills they believe their students to have are not always present. While students may seem very ‘tech savvy’ they still need to be taught the skills to deal with the world that their use of technology gives them access to, namely the world wide web and information overload.
Key factors identified by secondary school teachers as impacting their ability to teach information literacy included limited access to resources (particularly technologies for accessing the world wide web), access to professional development and the impact of timetabling leading to a highly segmented curriculum.
Mobile Phones in the Classroom - A Review of Literature data sheet 3038 Views
Author:
Toni Twiss
Publication Date:
Jul 2009
Publication Type:
Report/White paper
Abstract:
This paper set out to answer how schools and educators might consider using mobile phones to support effective teaching and learning opportunities by reviewing literature which explores both the negative and positive impacts of mobile phone use in the classroom.
The key findings point to a lack of informed decision making by schools on mobile phone policy. Findings suggest a wide variety of opportunities for enhancing classroom learning through the flexibility of time and place in which learning can occur and the ability to offer context based learning opportunities. The use of mobile phones have been found to be effective in building relationships particularly with more non-traditional or disengaged students. Negative aspects of mobile phone use by students include socially unacceptable behaviour, such as the serious nature of ‘txt-bullying’ as well as being a classroom distraction and having impacts on lowering literacy rates.
Mobile phone use in classrooms may still be largely the focus of research reports rather than mainstream adoption by schools yet if teachers are open-minded and begin to explore the technology that so many of their students are already bring in to the classroom there is huge potential for enabling a variety of effective learning strategies.
Mobile Services and ICT4D: To the Network Economy - Bridging the Digital Divide, The Ethiopian Case data sheet 4431 Views
Author:
Naod Duga
Publication Date:
Aug 2009
Publication Type:
Journal article
Abstract:
This paper presents a development paradigm for Ethiopia, based on appropriate services and innovative use of mobile communications technologies via applications tailored for sectors like business, finance, healthcare, governance, education and infotainment.
The experience of other developing countries like India and Kenya is cited so as to adapt those to the Ethiopian context. Notable application areas in the aforementioned sectors have been outlined. The ETC ‘next generation network’ is taken into consideration, with an emphasis on mobile service offering by the Telco itself and/or third party service providers. In addition, enabling technologies like mobile internet, location-based systems, open interfaces to large telecom networks, specifically service-oriented architecture (SOA), Parlay/JAIN and the like are discussed.
The paper points out possible endeavors by such stakeholders like: telecom agencies and network operators; businesses, government and NGOs; entrepreneurs and innovators; technology companies and professionals; as well as researchers and academic institutions. ICT4D through mobile services and their role in bridging the digital divide by building a virtual ‘network economy’ is discussed.
MobileLed - Mobile-Led and Leading Via Mobile data sheet 1514 Views
Author:
Ford, Merry; Botha, Adele
Publication Date:
May 2009
Publication Type:
Report/White paper
Abstract:
Historically Africa and it's people have faced many practical problems in their race towards digital inclusion and economic progress, such as a severe lack of infrastructure and resources. However, the advent of the cell phone, is set to become a catalyst for narrowing the digital divide in South Africa and the rest of Africa. In the absence of desktop computers and ubiquitous internet access, the cell phone has the potential to provide an alternative access and participation mechanism for those who have previously been “digitally excluded”. Given their massive adoption and widespread use, as well as the recent technological advances in their computational power, cell phones are ideal substitutes for the personal computer throughout the continent. In 2006 a research collaboration, termed “MobiLED”, was initiated between the Meraka Institute (African Advanced Institute for Information and Communication Technology of the CSIR) and the Helsinki University of Art and Design (Finland). The aim was to develop, expand and integrate cell phone tools, technologies and services into formal and informal learning environments in order to prepare learners for full participation in the knowledge society, towards the acquisition of 21st century skills. Over the past three years it has become evident that many of the initiative's innovations have a wider application than originally envisaged. This paper will discuss the results of the education-related MobiLED pilots and expands on the possibilities of using these as a basis for creating a “MobiLED Toolset” for other sectors.
The number of women in Tostan villages that have abandoned the practice of female genital cutting is powerful testimony of the organization's impact. The tradition is centuries old. “Since 1997, 3,792 communities in Senegal, 364 in Guinea, and 23 in Burkina Faso, as well as villages from three other African countries, have joined other women [who have participated in Tostan's basic education program] in abandoning this harmful practice,” notes the Tostan website.
