Mobiles for Learning in Africa...Too Good to be true?

Traxler,J.(2010,3 May) Mobiles for learning in Africa…. Too good to be true?” (video file)

Retrieved from http://unescochair-elearning.uoc.edu/blog/2011/05/03/vii-intl-seminar-john-traxler-mobiles-for-learning-in-africa-too-good-to-be-true/

John Traxler, University of Wolverhampton, depicts the crucial factors of mLearning today. He is a Reader in Mobile Technologies for e-Learning and Director of the Applied Innovative Digital Technologies Research Group at the School of Computing and IT at the University of Wolverhampton

The movement for 'mobile' learning is in some respects a reaction to the limitations of 'static' learning. “Many of us involved in mobile learning think that it takes us further than 'static learning'. We had large, static, and impersonal computers, institutions, and infrastructure in place for eLearning, and now mobile learning gives us learning that can be personal, portable, and flexible”.

In other parts of the world, the mobile learning movement is growing out of different environments. In Africa, mobile learning is partly a way of dealing with the challenges of poor connectivity, mains electricity, and PC availability on the one hand, and on the other hand, has been stimulated by the enormous spread of mobile phones networks. Mobile learning across the world is facing challenges of breaking through from short-term pilots and trials to deployment that is large-scale, sustained, and sustainable, and is equitable, accessible, and inclusive

Traxler’s involvement in a number of projects (such as a  project in Kenya using SMS to support in-service teacher training)has led him to such questions as:

•       How do we reduce one ‘digital divide’ without creating or increasing others?

·         How do we know what to try to change and what to try to preserve when working with local, official, or traditional systems and institutions?

·         How do we strike a balance between short-term outcomes and benefits on the one hand and sustainability and maintainability on the other?

·         How do we define realistic and achievable exit strategies for our projects?

·         How do we transfer and generalise what we learn?

In his conference presentation (see link above) Traxel reminds us that all technologies have embedded ideologies, and sometimes also embedded pedagogies which may put in danger pre-existing (prior to the technological landing) learning communities or systems that may be fragile compared to the steamroller power of technology. A deeper look at the local context, institutions, and needs should be taking place.