Group items tagged

Blocking social networks and banning cellphones in schools makes it difficult for teachers to do their jobs effectively in a digital world, a new report says. "School policies around technology are very frustrating to me," an elementary school teacher from Atlantic Canada says in the report from the Media Awareness Network, a Canadian non-profit that promotes digital literacy.

Others complained of similar restrictions. A teacher in Atlantic Canada tried to get students to use Twitter to collaborate on solving math problems, but the school refused to unblock the site. Teachers in Ontario and Quebec complained they couldn't incorporate video into their lessons because the schools wouldn't allow access to YouTube.

When schools do use technology in the classroom, they focus too much on teaching kids how to use devices, which they already know.

The 'Talking Book' is a low-cost audio device device with recording capabilities -- imagine a rubbery MP3 player about the size of a grapefuit -- rather ingeniously engineered (and re-engineered) to meet specific needs and usage scenarios in very poor communities in Africa.  It is designed for use in local languages, using locally produced content, as tool to promote literacy among primary school children (to cite just one goal and target group). One way to think of the device, Cliff said, is as a  'small portable computer without a display'.  While the project is still in its pilot stages, it is notable for its express interest in investigating solutions that are low cost and scalable from the beginning, and in rigorously monitoring and evaluating the impact of its interventions.

Literacy Bridge began, he said, with the idea that the most effective approach towards ending global poverty requires empowering people with better access to knowledge, and that those in greatest need are impeded by illiteracy, disability, and inadequate infrastructure. (Here's video from a talk Cliff gave at Google about the project's goals and approach to development.) The project is operationally very lean, supported financially by hundreds of individual donations and by thousands of volunteer hours. 

I have never heard a presentation from a project proponent about the development of an ICT device (of whatever sort) meant to be used by poor people that contained so many comments like what I heard from Cliff: "our users told us"; "we learned from our users that ..."; "what we found out when speaking with and observing our users caused us to radically change how we were thinking, and so we re-designed ..." etc.  The iterative, user-centric design process the Literacy Bridge has been engaged in to develop the Talking Book stands in stark contrast to that demonstrated by most (almost all?) of the 'ICT for development' initiatives in the education sector that come through our offices here at the World Bank.