A modified analytical framework for describing m-learning (as applied to early grade Mathematics)

Abstract

However, none of the interventions included in this special issue are related to teachers (caring adults or parents) and their instructional practices for mathematics. Neither did any of the interventions consider the possibility of utilising mobile technologies in this quest. We share Ebrahim and Pascal's (2016:3) urgency relating to young children and their families. We offer a focus on mathematics and m-learning as contribution towards their call 'to continue knowledge production about early care and education in a disadvantaged context, especially from the Global South' (Ebrahim & Pascal 2016:3). This article is based at the confluence of three educational premises relating to early education in the Global South: that improving mathematics and reading outcomes is a global priority; that early interventions are necessary to try and reduce the learning gap evident between children Background: There has been little Southern African research attention on the potentials of m-learning to support quality mathematics learning for young children and their caring adults. This article argues that m-learning research has shifted from claims of being promising to claims of effect in educational settings of both classrooms and homes. This is particularly the case in mathematics, where there is increasing evidence of positive (although modest) improvement in learning outcomes. Aim: This article modifies an analytical framework for initial descriptions of m-learning interventions. Comparison between interventions in the Southern African Development Community (SADC) context is then possible. Setting: Three large-scale m-learning interventions focused on early grade mathematics in the SADC countries.Methods: Targeting the early grades and building on an existing framework for describing m-learning interventions, three large-scale m-learning interventions from within the SADC were purposively selected. The three interventions exemplify a possible way to describe the learning theory and pedagogical emphasis underlying the design of their mathematics programmes. Results:The cases themselves contribute to understanding the m-learning landscape and approaches to early grade mathematics in the SADC in more detail. Conclusion:A modified analytical framework is offered as a means of describing m-learning in ways that attend to children's and caregivers' use of mobile devices, as well as the underlying learning theories.

A Sociocultural Framework to Analyse M-Learning Options for Early Childhood Development (ECD) Practitioner Training

“…A search of the South African Journal of Childhood Education (SAJCE) 1 database yielded eight results related to "m-learning and ECD" and none of these pertained to pre-grade R practitioner skill training. Roberts and Spencer-Smith (2019) point to a 2016 special edition of the SAJCE, in which m-learning was notably absent from the interventions listed as useful in improving the instructional practice of ECD educators in the African context. Chee et al (2017) identify a dearth of research about m-learning in ECD in a global meta-analysis of 144 peer-reviewed articles on m-learning from six eminent journals spanning five years (2017, p. 118).…”

“…Roberts and Spencer-Smith (2019) lament the lack of comparable or standard frameworks in studies on m-learning, noting that the paucity of standardised frameworks makes it difficult to draw meaningful comparisons between findings (Roberts & Spencer-Smith, 2019, p. 3). Roberts and Spencer-Smith (2019) propose adaptation or improvement of their own modified analytical framework for studies in the m-learning field, in order to establish "commonly agreed metrics and approaches, to measure and reflect on efficacy" (Roberts & Spencer-Smith, 2019, p. 10). apply the Roberts and Spencer-Smith ( 2019) framework to their analysis of four m-learning pilots in Africa.…”

“…Based on this analysis, we determined the need for a new, modified framework. Elements of recent frameworks developed by Kearney et al (2012) and Roberts and Spencer-Smith (2019) were combined to develop a sociocultural learning framework that conceives of feasible m-learning in ECD as featuring device access, data affordability, authenticity, collaboration, and personalisation.…”