1. Local Mobile Solutions for Learning
in Kindergartens in Sub-Saharan
Africa
Christelle Scharff
scharffc@gmail.com
Chun Hei Cheung
davec316@gmail.com
Active / Assessment
Collaborative / Teaching and and data to Local Scalability
Independent monitoring of improve content / Sustainability
Learning progress education languages Affordability
policies Adaptation

2. Problem
 Addressing mobile learning for children in kindergarten with
local solutions and content (culture, language, curriculum…)
 Pupils
 Exposure to technology
 Access to computers
 Teachers
 Large class size
 Different ways of learning
 Difficulty to provide each child with individual attention
 Hard to track student progress
 Schools
 Role of the teachers
 Resources for technology

3. Solution
 Series of mobile apps for kindergarten children
 Model to integrate them in a classroom setting
Focus of the apps Apps are aligned with the
Sound curriculum
Icons / Images / Colors Shapes123
Avoid text Lettrers123 Developed in
Java ME
Instant feedback and Numbers123
assessment EduCivic123 Monitoring of
Easy to use and good user SuiteABC schools and
use of apps
experience Suite123
Makes learning fun Colors123
Local content (culture, Health123
language, curriculum)
Link parent / teacher with Series of Apps
SMS

4. Mobile Applications
• Developed in Java ME to be deployed on the most
numbers of phones (Nokia)
• All apps are based on the same logic
• Integrate sound in local languages (Wolof, Poulard
and Bambara for Senegal; Fon for Benin, etc)
• Written to be customizable with different languages
• Integration of a monitoring mechanism with an online
and/or SMS components to follow pupils progress and
the use of the apps (paid apps for schools and NGOs)
• Available for free in Nokia stores and providing to
parents for small amounts of money

5. Example: Formes123
Shapes with sound Feedback SMS to parents /
in local languages teachers

6. Example: Health123

7. Educational Model

Used in class by teachers as an add-on to
reinforce the covered topics or for evaluation

Step 1: Draw me a mobile phone! What do you
know about mobile phones?

Step 2: Using oversized printouts of the phones,
teach students each part of the device: icons,
keyboard, buttons, trackball

Step 3: Manipulation of the mobile phones:
icons, keyboard, buttons, trackball

Step 4: Children start using the apps and start
learning!

8. Pilot in Senegal
 Piloted realized in 3 Senegalese schools , called
cases des tout-petits (hut of toddlers), in 3 different
cities in underprivileged neighborhoods: St. Louis,
Louga and Thiès
 Use of 20 Blackberry phones obtained from RIM and
from a bank
 More than 90 pupils in the pilot
 Personally funded

9. Educational model - 1
 Draw me a mobile phone!
 What do you know about mobile phones?

10. Educational model - 2
 Using oversized printouts of the phones, teach
students each part of the device: icons, keyboard,
buttons, trackball

11. Educational model - 3
 Manipulation of the mobile phones: icons, keyboard,
buttons, trackball

12. Educational model - 4
 Children start using the apps and start learning!

13. Interviews with
Early observations teachers and
administrators
 Students
 After 2 sessions pupils are able to use the apps independently
Record pupils
 Pupils are motivated by mobile phones
using apps in
 Pupils learn independently videos
 Pupils help each other and worked collaboratively
 Proud of achieving success screens for answering questions correctly
 They want more apps!
 Teachers
 Liked active learning
 Verbalizes what children have learned
 Saves time
 Easier to assess pupil's knowledge
 Encourages teamwork
 New ways of learning
 Schools
 Fights against the digital divide

14. Large scale deployment
 Use of Nokia phones
 Establish a partnership with Ministries of Education
 Work with public and private schools, and NGOs
 Training on the apps and model for teachers
 Organization of summer and after-school programs to use the apps and the model
 Establishment of a phone borrowing service in each city with phones acquired through
phone manufacturers and operators – to reach different areas including rural areas
 Apps are free to download in Nokia Store
 Provide the apps for small amounts of money to parents
 Apps are free for teachers
 Sell the apps with online and SMS extensions to schools and NGOs
 Data gathered are sold to Ministries to assess the levels of education of children in
different cities and provinces and determine education policies
 Data gathered are accessible for querying by SMS by parents (premium SMS)
 Teachers using the apps regularly are providing with phone credit as token of
appreciation and to motivate them to use the apps in class. We will also select and
highlight a Teacher of the month
T

15. Videos
• English: http://youtu.be/BHw9SOaOGCg
• French: http://youtu.be/jg0as7L6p88