Date of this Version
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.
This is a pre-publication version. The final publication is available at Springer via http://dx.doi.org/10.1007/s11125-014-9298-x
literacy, mobiles, technology, developing countries, success, evidence, teachers, quality of education
Wagner, Daniel A.; Castillo, Nathan M.; Murphy, Katie M.; Crofton, Molly; and Zahra, Fatima T., "Mobiles for Literacy in Developing Countries: An Effectiveness Framework" (2014). Journal Articles (Literacy.org). 30.
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Instructional Media Design Commons, International and Comparative Education Commons, Language and Literacy Education Commons
Date Posted:03 July 2018
This document has been peer reviewed.