Abstract
In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy.
Original language | English (US) |
---|---|
Pages (from-to) | 119-132 |
Number of pages | 14 |
Journal | Prospects |
Volume | 44 |
Issue number | 1 |
DOIs | |
State | Published - Mar 2014 |
Externally published | Yes |
Keywords
- Developing countries
- Evidence
- Literacy
- Mobiles
- Quality of education
- Success
- Teachers
- Technology
ASJC Scopus subject areas
- Education