Mobiles for literacy in developing countries: An effectiveness framework

Abstract

In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy. ABSTRACTIn recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Literacy and mobiles, 2Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy.Key words: literacy, mobiles, technology, developing countries, success, evidence, teachers, quality of education Literacy and mobiles, 3New technologies are of growing importance around the world, and in many facets of everyday lives and livelihoods. These information and communications technologies (ICTs), especially mobile devices, may have special benefits for learning, both in and out of schools. At the same time, major claims are often made about the success of particular devices, before substantial research has been undertaken. In this article, drawing on Wagner, Murphy, and deKorne (2012) and Wagner (2013), we explore the current state of literacy and mobiles, and recommend ways to incorporate improved monitoring and evaluation (M&E) plans for the future.According to a recent report by UNESCO (2013), this is the first time in history that the world has more connected mobile devices than people. Despite the ubiquity of mobile technologies and their increased use in educational settings, little empirical evidence supports their use for learning. More common are anecdotal accounts that do not necessarily indicate real learning gains or broader contextual impacts.At the same time, available evidence from developing countries reveals that significant progress has been made toward international goals for education....

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