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Mobile platforms shift learning models

Tyson Ngubeni
By Tyson Ngubeni
Johannesburg, 10 Nov 2014
Not all schools are integrating ICTs in classrooms, but mobile learning platforms are growing.
Not all schools are integrating ICTs in classrooms, but mobile learning platforms are growing.

Students are upending the traditional teacher-driven model of teaching; instead demanding content that suits their particular needs as SA's mobility landscape increasingly plays a vital role in the education sector.

While not all schools have the capacity to integrate ICTs into classrooms, a growing range of mobile offerings, including apps and curriculum-supporting Web sites, is changing the way students interact with learning material. As students start pulling content from the platforms from almost any location, commentators say the learning model has prompted significant change in the manner and pace of learning for individuals.

Moira De Roche, MD of e-learning company Aligned4Learning, says increased engagement in mobile platforms amounts to a "shift in mindset" in which students learn by drawing content through interactive technology. "The information age we live in, and the nature of accessing content on mobile devices, means teachers are not sole custodians of knowledge - they need to be able to provide context and play a facilitating role," she says.

The high appetite for mobile devices among young people is crucial to the education sector to capitalise on its functionality, according to De Roche. "If you look at the example of gaming, it adds the scaffolding and layering aspect which is so important in learning. While a curriculum goes step-by-step in building learning material, technology can achieve that quicker and in a more engaging way."

But the true impact of mobile in education will be felt as device prices come down and tech-driven learning matures, notes Graeme Bloch, visiting adjunct professor at Wits University. He says the role of teachers as facilitators cannot be understated in making sure students make the best of available technology. "If the teachers are also familiar with what is available on mobile platforms and how it works, this can go a long way in improving how students use it."

Looking ahead

De Roche notes SA's education sector still has a "huge opportunity" to use mobility to greater effect, although the likes of Fundza Literacy Trust "have done an amazing job of encouraging reading with user-content generation".

The way forward for the technology, adds Bloch, will be in distinguishing "helpful information" amid a growing landscape of mobile learning solutions. "While it's great to have all the new platforms, the question is how to make sure that curated content is useful knowledge. A lot of the platforms would have to find ways to align with the curriculum," he says.

"With some of the technology used, you can test yourself as you go along and go at your own pace, which helps make sure that you understand."

More work ahead

Although mobility adds another dimension to how students use learning material, government faces the challenge of improving performance and participation in key subjects. Since 2010, a smaller proportion of matriculants have written the mathematics and physical science examinations, with the declining trend evident with current students. Both subjects have seen a seven percentage point dip in candidates registered for the exams.

Mobile learning in SA:

* Project Isizwe's Tobetsa portal in free WiFi zones
* Edufile curriculum support content app by Gijima
* CSIR's Tech4Red tablets in rural schools
* Mxit Reach, UNESCO and DBE's Ukufunda Virtual Schools
* Nal'ibali mobile reading app
* One Laptop Per Child tablet project

However, the Department of Basic Education (DBE) last year pointed to a rise in pass rates as an encouraging sign, with 59.1% of students passing mathematics, compared to 54% in 2013. The pass rate for physical science also improved, from 61.3% to 67.4%

ICT veteran Adrian Schofield says the pool of students taking the subjects - which are pivotal to SA's future ICT skills pool - should be better prioritised by the DBE. "It goes beyond ICT and is about developing logical thinking. It's sad that the trend [of fewer students each year] hasn't been addressed."

Game-changers

Among those who have entered the game to cater for students is Mxit, with its Ukufunda Virtual School that supports teachers and students in accessing shared calendar information, learning content as well as testing their subject knowledge to boost subject competency.

In a further nod to mobility, the One Laptop per Child (OLPC) project focuses on tablets as important ICT integration tools.

Ben Bredenkamp, project manager for OLPC, says mobile-based platforms allow for "student-driven" learning. "When the tools help improve participation in the learning process, the students gain from it by taking a more active role with the technology."

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