The document discusses using mobile technology in low-resource educational settings. It notes challenges like limited spaces with technology/power, overfilled classes, and inability to provide a variety of audio/visual learning materials. Creating mobile content that students can download addresses these issues by reducing costs, allowing reuse of content, and enabling learning outside the classroom. The document suggests teachers can then utilize this mobile content more flexibly in their instruction, such as introducing blended learning models.

1. Use of Mobile Technology in
Teaching in Low Resource
Settings
Rowan E Wagner
Eurospeak
Korkit-Ata Kyzylorda State University

2. Challenges of Low Resource Settings
• Often in low resource learning
settings, there are limited spaces
with technology and power to
provide a range of learning
activities that appeal to different
learning styles (audio, visual, and
kinesthetic) and also appeals to
modern learners.

3. Challenges in Low Resource ESL Settings
• Overfilled classes where tech/power is available
• Mixed level classes
• Limited opportunity to provide a range of audio that allows learners
to train their listening skills to understand a range of accents and
English speaking styles
• Limited opportunity to provide video content that could stimulate
interest and understanding of different contexts outside the the
learner’s own

4. Underutilized Spaces
• The lack of adequate
technology/power often leads to
over use of rooms that have
technology and/or power
resources that allow for use of
audio players and mobile
projectors, leaving many rooms
that lack these resources
underutilized.

5. Creating Mobile Content - visual
• By creating content that students can
download or share in a standard
platform can address several low
resource setting issues:
• - the need for expensive textbooks
and other materials
• -reduce plagiarism and copy right
infringement
• - allows the content to be designed
with cultural and contextual
considerations
• - allows the student to re-read for
better digestions of concepts and
content

6. Creating Mobile Content - audio
• Allows students to easily access
and share important content with
out infringing on copy right
• Provides the student opportunity
to listen several times for better
concept and content digestion and
understanding in settings that
might not be conducive to reading,
e.g. traveling by car, bus or train
• May provide a means for the
students to engage in
project/process learning through
the development of their own
audio content

7. Mobile Content in the Classroom
• The results of providing mobile
content in pdf and mp3 form is that
the content can also be used in
classrooms with no tech/power but
adequate lighting
• This gives the teacher more
flexibility to introduce a range of
activities such as pair work, audio
exercises and even individual tests
that are linked to a student’s
academic/skills play list

8. Mobile Content in the Classroom
• Lastly, this could allow for the
introduction of more blended
learning situations such as a
flipped classroom where
concepts are provided via links
and downloaded and reviewed
outside the class and applied
during the class time, or even a
modified station rotation with
the students using their own
devices.