3 research outputs found
In the palm of your hand: supporting rural teacher professional development and practice through the use of mobile phones and other handheld digital devices
Given the huge growth of mobile phone access in Sub Saharan Africa (Minges, 2004) some of the most innovative uses of mobile devices are now to be found in the development context (Economist, 2005). Reviews of the use of mobile technologies point to a range of current and potential development for learning in classrooms, homes and the community (e.g. Naismith et al).
This paper draws on the experience of two projects: a large scale project for SMS mediated school administration in Kenya and a small scale research project using eBooks and other digital tools for teacher professional development and practice, carried out in predominantly rural schools in the Eastern Cape, South Africa. This research is set in the wider context of the emerging theory, practice and evaluation of the use of mobile technologies for improving teaching and learning (Leach 2006, Power & Thomas 2006, Traxler & Kukulska-Hulme 2006).
The paper considers the potential of currently common mobile phones to aid communication and break down isolation amongst rural teachers and the design, use and evaluation of e-book learning resources on handheld mobile devices, such as current ‘smart-phones’, which the authors anticipate will soon be the ‘normal’ ubiquitous mobile phone.
Whilst there is only a small body of evidence on the application of mobile technologies to teacher learning, impacts on teacher development remain a matter for debate. Findings suggest that given the right conditions, uses of mobile technology can significantly enhance teacher professional learning and practice
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Mobile technologies: current practice, future possibilities
This chapter seeks to investigate the potential relationship between mobile technologies and professional learning for teachers through:
- an analysis of recent global trends in increased access and use of mobile communications networks, particularly in Sub-Saharan Africa, and the implications of such trends for teacher professional development.
- case studies showing early examples of harnessing the potential of mobile devices for educational and developmental purposes, including the SEMA project in Kenya (Sankale 2007), and the DEEPER project in South Africa (Power & Thomas 2007).
From these sources, this article seeks to identify current practices and future possibilities for capitalising upon the mobile revolution as a tool for education and development, with a particular focus on the professional knowledge and practices of teachers serving disadvantaged rural communities
The case studies here represent two early examples of exploring the possibilities. In order to move forward, it is necessary to establish:
1. The ways in which mobile devices can support good classroom practices
2. The ways in which mobile devices can support best practices in teacher professional development programmes
3. The nature of infostructure (software and resources) development required to support 1) and 2).
There is an ongoing whirlwind of change in access to mobile networks, ownership of mobile devices and the the capabilities of mobile devices. There remains much more that is yet unknown about whether and how such changes might be exploited to help equip teachers with the professional knowledge, tools and resources that are desperately needed in the global south. But it seems clear that the educational technology world can no longer afford to ignore the mobile revolution