Mobile Technology and Developing Nations (Inquiry Blog #4)
Visualizing and creating a school library learning commons (SLLC) can be quite exhilarating because there is learning potential for all learners but it can also be quite costly with the integration of various programs and technologies. This brings up the issue of whether access is the same or similar in developing nations because there are students who have the right to education as well.
A study from Botswana observed school libraries in various developing countries and noticed that the physical space of the library is quite small, computers and Internet connection is lacking, and there are insufficient books and staff (Shonhe, 2019). The infrastructure of the school libraries makes it difficult to accommodate the growing need for technological practices in education. The lack of funding is also an issue which leads to inadequate resources as well as library staff. Teachers are typically the ones managing the library but due to their commitment to teaching, there is less time allocated to improving the school library (Shonle, 2019). In addition to changing the infrastructure of the school library and employing appropriate staff, increasing access to the Internet would provide cost–effective and up-to-date information to students living in developing countries.
UNESCO did a report and found that mobile technology is important for promoting and improving literacy in developing countries. Schools in Sub-Saharan Africa have limited physical books and texts to provide to learners. However, mobile devices are common despite areas of poverty. As the video mentioned, about 6 billion people out of 7 billion people on Earth have access to working mobile phones. This gives more reason to promote the use of mobile devices to improve the reading and literacy skills in areas that are typically high in illiteracy. Not only are mobile devices prevalent in developing nations, many people are using these devices for reading. The report found that 1 in 3 people read stories to their children on their mobile phones and females, when they have access, tend to read more than males.
Mobile books are cheaper and easier to distribute than physical paperback books. To put into perspective, the cost of online, open copyright books are about 2 to 3 cents compared to physical books that are around $10 in the United States. This makes mobile technology a cost effective way to promote reading and literacy in developing countries. Also, since so many people already have access to mobile devices, it is easier to distribute online texts to those in low literacy areas. Many school libraries in developing nations have out-dated, old, and dirty books which do not appeal to young learners and can supply them with dangerous and irrelevant information. Although there are many areas for developing nations to consider when improving their SLLCs and educational resources for their students, promoting the use of mobile technology and increasing Internet access are a few ways to provide students with resources that are inexpensive and current.
Mobile technology is also significant in developed nations. The use of technology is flexible in the way that phones can be used as computers and computers can be used as phones (Whitby, 2014). Banning cell phone use and providing particular technological devices at school seem to limit students on their choice of tools to use for learning. Students who have their own devices are already familiar with the features and programs so if they are forced to use the particular device provided by the school, they may be less motivated to use them and it may be difficult for them to learn how to use it. Creating a school culture where students can BYOD (or bring your own device) can accelerate student’s learning but there should be explicit rules to determine when and where they can be used (Whitby, 2014). As well, since students have access to information anytime and anywhere, it is important for educators to inform students of digital citizenship.
Mobile devices are also useful tools for educators in particularly with the use of QR (quick response) codes. These codes can quickly provide access to various multi-media text and information for students. It is relatively easy to create these codes and it is easy for students to access these links when they have devices that can quickly scan the QR codes. Mobile technology and QR codes are great for curating various sources for student learning.
References
Burns, Monica (2014, July 30). Accessing Multimedia using QR Codes. Edutopia. https://www.edutopia.org/blog/accessing-multimedia-using-qr-codes-monica-burns
Shonhe, L. (2019). A Consolidation of Challenges Faced by School Libraries in Developing Countries. Library Philosophy and Practice, 1.
UNESCO. (2014, April 22). Reading in the Mobile Era [Video]. Youtube. https://youtu.be/4gOtpCIl-Ng
Whitby, T. (2014, January 16). A Mobile Dilemma. Edutopia. https://www.edutopia.org/blog/a-mobile-dilemma-tom-whitby
Images courtesy of Pixbay.
This is a great post! I agree with so much of what you shared and think that BYOD should be encouraged. As technology advances mobile devices how so much power that we can use in the classroom and I feel that anywhere in the world should be taking advantage of this!
I like your discussion about the cost-effectiveness of e-books. I am more of a physical book lover, but for most people that is not very practical, especially these days with covid. I never thought of a book as dangerous, but yes, they really can be. Giving inaccurate information to people, especially those at risk, could be life-altering. Great points.
This is a well- researched post. You leave the reader with many things to consider. I appreciate that you end your post sharing the tip about QR codes. What a great way to model an effective way to use mobile technology.
I enjoyed your points about using mobile devices for reading. I have been using the Libby app on my phone for years (since I learned about it when the public library did a presentation at my school). I have found tremendous savings and always have a book in my pocket. This certainly helps me limit my social media and other things we do on our phone, since I am simply bored. I see value in being able to use this and other reading apps for our students.
Hi Carmen,
Thank you for mentioning how women read more stories to their children as they now have access via their telephones. It does make me question though, are people in developing countries putting their basic needs for clean water and food behind the need for a cell phone as to have connectivity with the outside world?