Dia

Cannanure, Vikram Kamath; Brown, Timothy X.; Ogan, Amy

doi:10.1145/3392561.3397577

Cited by 11 publications

(1 citation statement)

References 26 publications

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“…Technology is being increasingly adopted to support education in low-infrastructure contexts by providing resources to students and their families (Poon et al, 2019;Pouezevara & King, 2014;Valderrama Bahamóndez et al, 2011;West & Chew, 2014), as well as teachers (Cannanure et al, 2020;Konagai, 2020;Varanasi et al, 2019Varanasi et al, , 2020. While some devices are used exclusively in schools (Warschauer & Ames, 2010), others are designed for learning outside school to provide students the opportunity to continue learning at home and in their community (Kumar et al, 2012;Valderrama Bahamóndez et al, 2014).…”

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confidence: 99%

Mobile Learning During School Disruptions in Sub-Saharan Africa

et al. 2021

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School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

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