From challenging assumptions to measuring effect: Researching the Nokia Mobile Mathematics Service in South Africa

Roberts, Nicky; Spencer-Smith, Garth; Vänskä, Riitta; Eskelinen, Sanna

doi:10.15700/saje.v35n2a1045

Cited by 9 publications

(9 citation statements)

References 5 publications

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“…Strigel and Pouezevara (2012) identify three m-learning configurations: a learning spectrum which ranges from highly formal (in class, in school) to informal (learning for pleasure or entertainment); a kinetic spectrum which ranges from the learners being stationary to being mobile; and a collaborative spectrum (from individual to collaborative). Roberts et al (2015) Roberts et al (2015) argue further that two additional spectra ought to be added to the m-learning configuration framework: an 'access and affordability' and a 'mathematical pedagogy' spectrum. They motivated for and explained the former spectrum (access and affordability) as follows:…”

Section: Analytical Frameworkmentioning

confidence: 99%

“…Subsidised data (by government or operators) and public investments into improved access to mobile devices fall somewhere on this spectrum. (Roberts et al 2015:10-11) In putting forward the mathematical pedagogy spectrum, Roberts et al (2015) noted that none of the grey literature and documentation on m-learning projects made explicit their theory of learning or articulated their approach to mathematics teaching. This was considered a serious omission as the underlying approaches to how learning and teaching take place ought to significantly inform the programme design.…”

Section: Analytical Frameworkmentioning

confidence: 99%

“…The modified analytical framework put forward in this article builds on the work of Strigel and Pouezevara (2012) and Roberts et al (2015). The previously suggested access and affordability spectrum has been separated to distinguish access (to a suitable device) from affordability of using the service (considering subscription and data costs).…”

Section: Analytical Frameworkmentioning

confidence: 99%

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

Roberts

Spencer-Smith

2019

South African Journal of Childhood Education

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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.

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Section: Analytical Frameworkmentioning

confidence: 99%

Section: Analytical Frameworkmentioning

confidence: 99%

Section: Analytical Frameworkmentioning

confidence: 99%

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

Roberts

Spencer-Smith

2019

South African Journal of Childhood Education

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“…Roberts et al 2015:2) Verder noem Hofmann en Miner (2009:5) dat m-leer redelik goedkoop is en nie hoë internetbandwydte vereis nie. Veral in 'n Suid-Afrikaanse konteks maak die algemene beskikbaarheid van mobiele toestelle hierdie tegnologie 'n aantreklike opsie (Roberts et al 2015:1).…”

Section: Probleemstellingunclassified

“…Roberts et al 2015), maar praktyke rondom bring-jou-eie-toestel-benaderings is nog onontgin. Die groter leemte rondom literatuur en navorsing oor die bring-jou-eie-toestel-benadering word duidelik uitgelig deur internasionale literatuur (Boyd 2015:13, 16;Kiger & Herro 2015:60;O'Sullivan-Donnelly 2013:42).…”

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Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers

Olivier

2016

Suid-Afrikaanse Tydskr. Natuurwetenskap Tegnol.

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Effective interaction in classes and real-time feedback are challenges that may occur in any classroom. In this regard, mobile technologies may act as a supplement in a so-called blended context. This article investigates the role a bring-your-own-device approach in comparison with an approach where similar tablet computers are provided, plays in terms of interaction and feedback in a linguistics class at third-year university level. In this way the gap in the literature regarding the implementation of blended learning in higher education in South Africa and especially in terms of the bring-your-own-device approach could be augmented. In this research a case study design was used and the data of two groups of third-years were gathered by means of qualitative methods. User statistics from a learning management system was collected, but the main data consisted of the observations and reflections of the lecturer, as well as feedback from students by means of short questionnaires. This data was analysed in an inductive manner in order to identify relevant themes and codes. Both a bring-your-own-device approach and the use of provided tablet computers could facilitate effective interaction and real-time feedback. Apart from the benefits, some limitations were identified in terms of access and skills among students. In this specific context, the bring-your-own-device approach seems to be the better option, but for other contexts solutions will have to be customised.

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South Africa’s (Unequal) Digital Learning Journey: A Critical Review

Isaacs

2020

Lecture Notes in Educational Technology

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From challenging assumptions to measuring effect: Researching the Nokia Mobile Mathematics Service in South Africa

Cited by 9 publications

References 5 publications

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

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

Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers

South Africa’s (Unequal) Digital Learning Journey: A Critical Review

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