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Please use this identifier to cite or link to this item: http://hdl.handle.net/10204/1568

Title: From zero to hero – is the mobile phone a viable learning tool for Africa?
Authors: Ford, M
Batchelor, J
Keywords: MobilED project
Mobile phones
Education
3rd International Conference on Social and Organizational Informatics and Cybernetics, 12-15 July 2007
Issue Date: Jul-2007
Citation: Ford, M and Batchelor, J. 2007. From zero to hero – is the mobile phone a viable learning tool for Africa? 3rd International Conference on Social and Organizational Informatics and Cybernetics: SOIC 2007. Orlando, USA. 12-15 July 2007, pp 7
Abstract: In many countries mobile phones are being banned from schools amidst growing concerns regarding their inappropriate use during school hours. However, the mobile phone is the de-facto most important networked knowledge exchange technology used in Africa and the most powerful universally-accessible computing device in the hands of Africans. How do we change the perception of the mobile phone as a disruptive influence in schools to one where it can be used to pragmatically support the learning process? MobilED (Mobile EDucation) is a 3-year international collaborative project aimed at creating meaningful learning environments using mobile phone technologies and services. The MobilED project was initiated in South Afria and the first two pilots consisted of exploratory research into the use of mobile phones in an advantaged private school and in a poor government school in Tshwane, South Africa. This paper examines the viability of the mobile phone as a learning tool in schools in Africa by using the MibilED project as a case study. It discusses the current anti-mobile phone situation in many schools in South Africa and suggests possible strategies to harness the potential of the mobile phone in practical ways as a pedagogically-appropriate learning tool in schools in Africa.
Description: 2007: 3rd International Conference on Social and Organizational Informatics and Cybernetics
URI: http://hdl.handle.net/10204/1568
Appears in Collections:ICT in education, youth, gender
General science, engineering & technology

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