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UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development
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UNESCO Regional Review: Mobile Learning Policies and Mobiles for Teacher Development

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Presented at the WSIS Forum, Geneva, 14 May 2012 (World Summit on the Information Society)

Presented at the WSIS Forum, Geneva, 14 May 2012 (World Summit on the Information Society)

Published in: Education
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  • 5.9Bn subscribers at the end of 201170% of subscribers come from developing countries Africa is second largest and fastest growing mobile market in the world620m subscriptions in Africa90% of world’s population and 80% of those living in rural areas have mobile coverageFor the first time in the history of the world, people from both rich AND poor countries have an interactive ICT in their hands.Already in the hands of teachers and students (not so much an issue of access as effective use)UJ: 645 pre-service teachers: 50% have not touched a PC, all have mobiles Fundamentally influenced how people communicateHow young people socialise, play, stay in touchSo important in “life” but not in learning?http://www.flickr.com/photos/ict4d/3000017623/sizes/l/in/photostream/
  • Caveat:Papers are NOT a comprehensive reviewScan for illustrative examplesSome countries not mentioned, others a few times
  • Funding:In Europe, some funded by European CommissionIn Africa, almost none have government funding
  • Diagnostic and seamless assessment (Wireless Generation) See: http://www.edweek.org/dd/articles/2012/02/08/02mobile.h05.htmlFlipping classrooms (Stanford University, Clintondale High School, Khan Academy) See: http://chronicle.com/blogs/wiredcampus/debating-the-flipped-classroom-at-stanford/34811 & http://schoolsofthought.blogs.cnn.com/2012/01/30/answers-to-your-flipped-school-questions/ & http://www.wired.com/magazine/2011/07/ff_khan/all/1Streamlining teacher evaluations (No Child Left Behind) See: http://www.nytimes.com/2012/02/20/education/states-address-problems-with-teacher-evaluations.html
  • Transcript

    1. UNESCO Regional Review:Mobile Learning Policies andMobiles for TeacherDevelopmentSteve VoslooWSIS, Geneva, 14 May 2012
    2. The mobile revolutionUNESCO Nokia Partnership: How can mobiles support Education for All?
    3. Background• Initial focus of partnership: policies and teachers• UNESCO Working Paper Series on Mobile Learning – 5 regional review papers on mobile learning and policies  Inform Guidelines on Mobile Learning Policies – 5 regional review papers on mobiles for teacher support and development  Inform UNESCO’s 4 teacher projects in 2012/13
    4. * Note: Papers are not a comprehensive review, rather a scan for illustrative examples
    5. MOBILE LEARNING AND POLICIES
    6. Overall view• Many excellent mobile learning initiatives around the world• Spanning the full range of education support: content delivery, tutoring, administration, testing/assessment, informal and non-formal learning• Especially reaching previously unreached communities• Variation: government support or not for mobile learning initiatives
    7. Overall view: Policy vacuum• Many countries have ICT in Education policies• BUT, written in the “pre-mobile” era• Some national and local level policies ban mobile phones• Tension between old and new approaches to mobile learning• Need for more active involvement from government, enabling policy environment …
    8. Guiding principles for policies related Change to mobile Infrastructure management learning and and advocacy connectivity Inclusive Technology mobile provision learning Online safety and disruptive Cost of usage behaviour Mobile learning Review of policies and existingnational- and projects: Key Funding local-level policies issues Education planning and e-Waste management Professional Content development Supporting Curriculum formal, non- and formal and assessment informal learning
    9. MOBILE TECHNOLOGIES FOR TEACHERSUPPORT AND DEVELOPMENT
    10. Urgent need for …• Increase in education quality• 8.2 million teachers by 2015 to achieve universal primary education• Teachers that are qualified and motivated, especially in sub-Saharan AfricaAre mobiles being used for teacher support andteacher development?
    11. Overall view• Some good examples (next slide) but …• Mobiles for teacher support and professional development (PD) in infancy• Emerging• Led by champion teachers, schools and NGOs/corporates• Sparse in empirical evidence
    12. Existing examples• Supporting teaching and pedagogy (Bridge-IT/Text2Teach)• Administration and communication (CED, Mobile Skole, Mobile Oxford)• Streamlining assessment for immediate and rich feedback (Momaths)• Flipping classrooms (Stanford University, Clintondale High School, Khan Academy)• Video recording students and student teachers (Fairfax county Schools, Cornwall College)• Online support communities (Teaching Biology Project)• Increased access to online repositories (OER Commons)• Teacher training part of mobile learning initiatives (Momaths)
    13. Four influencing “factors” … Perception factor Supply and awareness factor (Mobiles are distracting and disruptive, shallow (Universities and TTIs not training teacher pre- or in-service content, sex/drugs/gangs, cheating, bullying, damaging to teachers, mobiles not used in the actual PD process, health) unawareness) Ecosystem factor Inertia factor (Policies, legislation, cost of (Why change? Just another thing to learn, Need for more usage, partnerships, leadership, tech support for mobile learning) Mobile evidence and easier to use tools) technologies for teacher support and development
    14. Teachers more important than ever• Mobiles do NOT replace teachers!• Teachers must help learners develop digital literacy and critical thinking• To be safe and responsible online• To support formal and informal learning, bridged by mobile technologies
    15. Drivers• Widespread access to familiar devices• The need to improve poor performing education systems• Teachers wanting PD• Investment by mobile companies and donor agencies• Lowering costs• Educational benefits of mobile learning, e.g. personalised learning, increased access to resources, etc.• Supportive policies and vision statements
    16. Future• Growing potential for mobiles to support teachers and PD (job- embedded, flexible, personalized, available anytime-anywhere-any pace, alone or in combination with other ICTs)• For widespread teacher support and professional development through mobile devices a holistic approach is needed that addresses all factors
    17. Thank youWorking paper series:www.tinyurl.com/unescomobilelearningseriesMailing list: www.tinyurl.com/unescomobilelearninglistse.vosloo@unesco.org@stevevosloo

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