This document summarizes a project introducing mobile learning apps in kindergartens in Senegal. It describes how a series of apps were developed and piloted in 3 schools, observing that students were able to use the apps independently and were motivated by mobile phones. Teachers found it helped fight digital divide and saved time for assessment. The plan is to work with more schools, sell the apps with online/SMS extensions, and establish phone borrowing with support from manufacturers and operators to scale the project.

1. Introducing Mobile Learning in
Kindergartens in Senegal:
Early Results and Large Scale
Development Plan
Chun Hei Cheung, Project Manager
@senmobile
http://senmobile.com

2. 
Established in Senegal

Technology startup specializes in mobile solutions targeting the
general population

Apps (health, sport, education, business)

SMS services (health, sport, education)

Developers based in Senegal (Coded in Country)

3. Problem

Addressing mobile learning for children in
kindergarten

Pupils

Exposure to technology

Access to computers

Different ways of learning

Teachers

Large class size

Difficulty to provide each child with individual attention

Hard to track student progress

Resources for technology

4. Solution

Series of mobile apps for kindergarten children

Model to integrate them in a classroom setting
Apps The apps
Easy to use Formes123
Sound Lettres123
Icons / Images / Colors Chiffres123
(Touch) Civicedu123
Avoid text SuiteABC
Instant feedback and Suite123
assessment Colors123
User experience
Makes learning fun
Local content (culture,
language, curriculum)

5. Developed in
Java ME
Formes123 (Shapes123)

6. Pilot

Piloted in 3 schools, called cases des tout-petits (hut
of toddlers), in 3 different cities in underprivileged
neighborhoods

St. Louis

Louga

Thiès

More than 90 pupils

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

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

9. Educational model

Manipulation of the mobile phones: icons, keyboard,
buttons, trackball

10. Educational model

Children start using the apps and start learning!

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

12. Business plan

Work with the cases des tout-petits and private schools

Sell the apps (with online and SMS extensions)

Setup and training for teachers

Follow-up and assessment of the project

Summer and after-school programs

Establish a phone borrowing service with phones
acquired through phone manufacturers and operators

We have an inventory of 50 Blackberry phones

For scalability and sustainability:

Partnership with phone manufacturers and operators

Seeking funding

Establish a partnership with the Senegalese education ministry

13. Thank you!
Questions
@senmobile
http://senmobile.com