Presented at the WSIS Forum, Geneva, 14 May 2012 (World Summit on the Information Society)
- 1. UNESCO Regional Review:Mobile Learning Policies andMobiles
for TeacherDevelopmentSteve VoslooWSIS, Geneva, 14 May 2012
2. The mobile revolutionUNESCO Nokia Partnership: How can
mobiles support Education for All? 3. Background Initial focus of
partnership: policies and teachers UNESCO Working Paper Series on
MobileLearning 5 regional review papers on mobile learning and
policies Inform Guidelines on Mobile Learning Policies 5 regional
review papers on mobiles for teacher support and development Inform
UNESCOs 4 teacher projects in 2012/13 4. * Note: Papers are not a
comprehensive review, rather a scan for illustrative examples 5.
MOBILE LEARNING AND POLICIES 6. Overall view Many excellent mobile
learning initiatives aroundthe world Spanning the full range of
education support:content delivery, tutoring,
administration,testing/assessment, informal and non-formallearning
Especially reaching previously unreachedcommunities Variation:
government support or not for mobilelearning initiatives 7. Overall
view: Policy vacuum Many countries have ICT in Education policies
BUT, written in the pre-mobile era Some national and local level
policies banmobile phones Tension between old and new approaches
tomobile learning Need for more active involvement fromgovernment,
enabling policy environment 8. Guiding principles forpolicies
relatedChange to mobileInfrastructuremanagementlearning andand
advocacy connectivity Inclusive Technologymobileprovision
learningOnline safetyand disruptiveCost of usagebehaviourMobile
learning Review of policies and existingnational- andprojects: Key
Funding local-level policies issues Educationplanning and
e-Wastemanagement Professional Content developmentSupporting
Curriculumformal, non- andformal and assessmentinformal learning 9.
MOBILE TECHNOLOGIES FOR TEACHERSUPPORT AND DEVELOPMENT 10. Urgent
need for Increase in education quality 8.2 million teachers by 2015
to achieveuniversal primary education Teachers that are qualified
andmotivated, especially in sub-Saharan AfricaAre mobiles being
used for teacher support andteacher development? 11. Overall view
Some good examples (next slide) but Mobiles for teacher support and
professionaldevelopment (PD) in infancy Emerging Led by champion
teachers, schools andNGOs/corporates Sparse in empirical evidence
12. Existing examples Supporting teaching and pedagogy
(Bridge-IT/Text2Teach) Administration and communication (CED,
Mobile Skole, MobileOxford) Streamlining assessment for immediate
and rich feedback(Momaths) Flipping classrooms (Stanford
University, Clintondale HighSchool, Khan Academy) Video recording
students and student teachers (Fairfax countySchools, Cornwall
College) Online support communities (Teaching Biology Project)
Increased access to online repositories (OER Commons) Teacher
training part of mobile learning initiatives (Momaths) 13. Four
influencing factors Perception factor Supply and awareness
factor(Mobiles are distracting and disruptive, shallow
(Universities and TTIs not training teacher pre- or in-service
content, sex/drugs/gangs, cheating, bullying, damaging toteachers,
mobiles not used in the actual PD
process,health)unawareness)Ecosystem factorInertia factor(Policies,
legislation, cost of(Why change? Just another thing to learn, Need
for moreusage, partnerships, leadership, tech support for mobile
learning)Mobileevidence and easier to use tools) technologiesfor
teacher support and development 14. Teachers more important than
ever Mobiles do NOT replace teachers! Teachers must help learners
develop digitalliteracy and critical thinking To be safe and
responsible online To support formal and informallearning, bridged
by mobile technologies 15. Drivers Widespread access to familiar
devices The need to improve poor performing educationsystems
Teachers wanting PD Investment by mobile companies and donor
agencies Lowering costs Educational benefits of mobile learning,
e.g.personalised learning, increased access to resources,etc.
Supportive policies and vision statements 16. Future Growing
potential for mobiles to supportteachers and PD (job-embedded,
flexible, personalized, availableanytime-anywhere-any pace, alone
or incombination with other ICTs) For widespread teacher support
andprofessional development through mobiledevices a holistic
approach is needed thataddresses all factors 17. Thank youWorking
paper series:www.tinyurl.com/unescomobilelearningseriesMailing
list:
www.tinyurl.com/[email protected]@stevevosloo
