MobileActive.org

We explore the potential of using camera phones and pico projectors in rapid creation and presentation of digital content in a development context. A camera phone based content authoring application was designed and deployed with three different user populations in the domains of classroom education and health care.

 

Our findings show that despite the variations in education levels, cultural background, and technology exposure, users successfully created and presented different forms of digital content using the camera phone and pico projector.

This report draws on the experiences of projects using mobile phone-based information and communication technologies (ICT) applications in a number of situations, including mobile monitoring and evaluation, m-banking, community development, literacy, anti-corruption, agricultural extension and agricultural value chain information and access.

The report begins with a general overview of the role that mobile phone-based ICT can play in development and commercial projects, focusing on the situations in which mobile phonebased applications are particularly appropriate, on the potential impacts that they can achieve and on their comparative advantages vis-a-vis other forms of mobile ICT.

The report then considers in more detail the experience of the projects in using mobile phone-based ICT, shedding light on such issues as the appropriateness and relevance of the systems used, their replicability and scalability and their sustainability.

 

Featherweight multimedia devices combine audio with non-electronic visual displays (e.g., paper). Because of their low cost, customizability, durability, storage capacity, and energy efficiency, they are well-suited for education and information dissemination among illiterate and semi-literate people.

We present a taxonomy of featherweight multimedia devices and also derive design recommendations from our experiences deploying featherweight multimedia in the agriculture and health domains in India. We found that with some initial guidance, illiterate users can quickly learn to use and enjoy the device, especially if they are taught by peers.

The Millennium Villages Project (MVP) is a community-based comprehensive multi-sectoral approach to achieving the Millennium Development Goals (MDGs) in Africa over a five-year period. MVP and Ericsson’s Consumer Lab collaborated to investigate the baseline conditions for enhanced connectivity and integrating mobile telephony in MVP sites. It is hypothesized that this will accelerate the achievement of the MDGs through improved communication and availability of information. Using quantitative and qualitative methods, the research team aimed to assess the effects of network strengthening and strategic integration in the context of a rural village in a low-income African country.

Four Millennium Village sites were examined for this study on connectivity: Bonsaaso, Ghana; Dertu, Kenya; Ikaram, Nigeria; and Mbola, Tanzania. The survey results from the sites showed common attributes for mobile phone owners but usage trends differed across study sites. Given the results, in three of the four sites, there is a significant market to be explored for voice services to be strengthened and made more easily available in terms of infrastructure and costs. Lessons drawn from these sites can provide us with useful insights into the potential for development and use of mobile phones in the rest of the continent, in addition to providing useful policy implications.

Cellphones have the potential to improve education for the millions of underprivileged users in the developing world. However, mobile learning in developing countries remains under-studied. In this paper, we argue that cellphones are a perfect vehicle for making educational opportunities accessible to rural children in places and times that are more convenient than formal schooling. We carried out participant observations to identify the opportunities in their everyday lives for mobile learning. We next conducted a 26-week study to investigate the extent to which rural children will voluntarily make use of cellphones to access educational content.

Our results show a reasonable level of academic learning and motivation. We also report on the social context around these results. Our goal is to examine the feasibility of mobile learning in out-of-school settings in rural, underdeveloped areas, and to help more researchers learn how to undertake similarly difficult studies around mobile computing in the developing world.

Despite improvements in educational indicators, such as enrollment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example.

This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.

 

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.

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.

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.

The paper reviews roughly 200 recent studies of mobile (cellular) phone use in the developing world, and identifies major concentrations of research. It categorizes studies along two dimensions. One dimension distinguishes studies of the determinants of mobile adoption from those that assess the impacts of mobile use, and from those focused on the interrelationships between mobile technologies and users. A secondary dimension identifies a sub-set of studies with a strong economic development perspective. The discussion considers the implications of the resulting review and typology for future research.

Cell phones introduce a range of new possibilities for social networking and communication, media use and production, political activism, as well as education. Young people in South Africa have adopted a range of innovative communicative practices, notably those which exploit low-cost mobile applications, as well as a growing host of rich-media and Internet-based applications. Until now, little quantitative data has been available to describe exactly to what extent and how young people access and use cell phones. This paper reports an extensive study, which surveyed 500 students from very low-income areas in Cape Town, South Africa. The students reported intensive use of cell phones, at a level which overshadows their use of less widely accessible technologies such as desktop computers. Notably, the extensive use of mobile Internet applications which students reported shows that many young urban South Africans first access the Internet via their phones, and that their concepts of the Internet and media in general are consequently strongly shaped by a distinct set of mobile applications.

In many parts of the world, mobile phones are important devices that have proven to be the first
opportunity for many people to have access to telecommunications. Considering the possible
impact of this development in welfare, the main purpose of this research is to investigate how
important formal education is for using mobile phones in making production decisions.
Specifically, we will analyze if this kind of technology is employed for production decisions in
rural areas in Puno, a Peruvian department in the southern highlands, bordering Bolivia. In
our case, production comprises livestock and agriculture. One of the main results is that no
matter how educated people are; if education is of poor quality, it will not have a significant
impact on the probability of making an effective use of mobile phones.