Cell Phones in Education
Content
Education Intervention through Cell Phone Implementation Jamie Pfaff International Development in Practice November 13, 2013
Effective implementation of education is imperative to all aspects of development work in Wayanad, India. It is only through improved education, especially of literacy and numeracy, that programs can more effectively spread information regarding development initiatives. The exchange of information is particularly challenging due to the widespread and rural nature of tribal communities in Wayanad. The implementation of technology is already creating significant improvements in the dissemination of information and knowledge to developing communities in other parts of the world. Basic cell phones in particular are one of the most affordable tools to implement in developing communities and have already proven effective in trial cases. One field experiment in Niger analyzed the successful use of basic mobile phones as a tool for change in education and has demonstrated particular effectiveness. There are many similarities between the villages assessed in Niger and the villages of Wayanad in Kerala, India. The villages in each situation are landlocked and have widespread populations living in rural communities. Thus, this study may be useful to the Last Mile Project in comparison (Baseline Survey). Additionally, Wayanad demonstrates regionally low literacy rates at 85.82%, higher than those in Niger at 71.3%, but still relatively low for the state of Kerala and likely even lower than this rate in the most isolated tribal regions (Aker et al. 96). Examination of cell phone use in rural Niger began with assistance from Catholic Relief Services who implemented educational intervention for 6,700 adults, lasting eight months over a two-year period across 134 villages (Aker et al. 96). The study was randomized and initially blind due to the fact that students, teachers, and CRS staff were not informed which villages would be selected for mobile phone intervention prior to the start of the program (Aker et al. 97). Educational sessions occurred between February and June of each year, eliminating competition from long hours of work during the planting and harvesting season in July through January. Educational classes focused on basic literacy and numeracy skills in the native language ! "!
of each village. The study compared two groups: villagers experiencing basic educational intervention and those experiencing the same educational program, but with additional implementation of mobile phone use. Participants receiving the mobile phone intervention “learned how to use a simple mobile phone, including turning on and off the phone, recognizing numbers and letters on the handset, making and receiving calls, and writing and reading SMS” (Aker et al. 97). These participants were organized into groups of five, each group sharing one phone. No additional instruction time was provided for those in the mobile phone implementation groups because time allotted for material review in the basic program was used to teach the mobile phone module (Aker et al. 97). Thus, hours of teaching were not a differentiating factor. Program implementation was particularly effective because it considered and utilized local practices. The educational program conformed to the preferences of the Ministry of NonFormal Education in Niger by creating two literacy classes for each village, separating students by gender. The program also maintained a reasonable class size with 25 students in each (Aker et al. 96). This initiative involved the ministry by allowing them to select community members who would be trained to teach the courses. This study concludes that mobile phone intervention may have affected students learning in a variety of mechanisms. The first is that the use of technology may lead to increased teacher effort. This would improve the effectiveness of the overall educational impact and thus provide impact akin to other inputs like textbooks and visual aids. The second mechanism suggested is the implementation of technology may have increased student effort and incentive to learn, resulting in improved participation and attendance. Lastly, the phones may facilitate learning outside of the classroom, during and after the classes are in session (Aker et al.112). Multiple
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facets of these mechanisms likely contributed to the outcomes of this study and all appear potentially transferrable to Wayanad. The use of mobile phones and increasing network coverage in rural areas may create incentives and opportunities to improve adult literacy and numeracy skills. The use of phones allows students to practice their learned skills through the phone keypad outside of class by writing messages (SMS), making calls, and using mobile money applications (Aker et al. 95). Implementation of the cell phone program in conjunction with the adult education program “increased writing and math test scores by 0.19 – 0.26 standard deviations as compared with the standard adult education program” (Aker et al.118). The data shows these impacts have developed from increased student effort and motivation within the classroom. Teacher quality also remains essential to the program because the technology is ineffective without a basic understanding of how to utilize the mobile phones (Aker et al. 118). Results demonstrate clear, quantitative educational improvements. Average test scores in villages where the use of cell phones was implemented were 13% higher for writing and 8% higher for math when compared to villages only receiving adult educational programs (Aker et al. 95). These results lasted in the relative long term, demonstrated through data taken six months after the end of the program. Math z-scores were 0.19 standard deviations higher in the villages with cell phone use even after half a year had passed (Aker et al. 111). This evidence clarifies the significantly improved educational outcomes derived from the implementation of this program. This experiment was able to overcome previous problems in the collection of quantifiable evidence. Similar studies in the past relied on self-reported literacy or numeracy measures that lacked compelling results. This study provides strong conclusions due to the randomized nature of program implementation, student test score analysis, attendance data, teacher quality, and
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$!
household socio-economic characteristics (Aker et al. 95). These aspects are important for future improvements to similar programs and further analysis if the program is to be taken to scale. The theory of change examined in this study centers on the widespread improvement of program implementation, the “last mile” problem, through the use of technology. The basic cellular phone technology discussed can be used to improve literacy and numeracy in rural communities. With greater understanding of this basic level of education, more people can utilize written information and more clearly understand concepts that development programs work to explain in order to create improvements in communities. Progress in education and informational exchange could vitally advance the execution problems of the Last Mile Project in Wayanad. Development of literacy and numeracy in Wayanad through technological reinforcement will create more accurate distribution of educational materials and instructions. All programs will be dramatically improved with the advent of systematically improved education. Projects in Wayanad will particularly benefit from potential use of cell phones as a tool for alerts and reminders of ongoing programs in the area. Cell phone alerts could be particularly effective in informing community members on an individual level. The use of local language and leaders, as in Kenya, will also lead to greater success in adopting the use of this technology. Future programs need not be limited to adults of this region. With implementation in schools and integrated child development centers, children might also reap the benefits of reinforcement and increased motivation through technology. These students may also be able to assist their parents in adapting the use of cell phones. The implementation of similar programs for school-aged children will increase their health, wellness, and participation in other programs throughout Wayanad earlier in life, creating even longer lasting impact in Wayanad, India.
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References Aker, Jenny C., Christopher Ksoll, and Travis J. Lybbert. "Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger." American Economic Journal: Applied Economics 4.4 (2012): 94-120. American Economic Association. Web. 8 Nov. 2013. <http://www.aeaweb.org/articles.php?doi=10.1257/app.4.4.94>. Baseline Survey of Minority Concentration District. Rep. Indian Council of Social Science Research, n.d. Web. 8 Nov. 2013. <http://www.icssr.org/Wayanad.pdf>.
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Effective implementation of education is imperative to all aspects of development work in Wayanad, India. It is only through improved education, especially of literacy and numeracy, that programs can more effectively spread information regarding development initiatives. The exchange of information is particularly challenging due to the widespread and rural nature of tribal communities in Wayanad. The implementation of technology is already creating significant improvements in the dissemination of information and knowledge to developing communities in other parts of the world. Basic cell phones in particular are one of the most affordable tools to implement in developing communities and have already proven effective in trial cases. One field experiment in Niger analyzed the successful use of basic mobile phones as a tool for change in education and has demonstrated particular effectiveness. There are many similarities between the villages assessed in Niger and the villages of Wayanad in Kerala, India. The villages in each situation are landlocked and have widespread populations living in rural communities. Thus, this study may be useful to the Last Mile Project in comparison (Baseline Survey). Additionally, Wayanad demonstrates regionally low literacy rates at 85.82%, higher than those in Niger at 71.3%, but still relatively low for the state of Kerala and likely even lower than this rate in the most isolated tribal regions (Aker et al. 96). Examination of cell phone use in rural Niger began with assistance from Catholic Relief Services who implemented educational intervention for 6,700 adults, lasting eight months over a two-year period across 134 villages (Aker et al. 96). The study was randomized and initially blind due to the fact that students, teachers, and CRS staff were not informed which villages would be selected for mobile phone intervention prior to the start of the program (Aker et al. 97). Educational sessions occurred between February and June of each year, eliminating competition from long hours of work during the planting and harvesting season in July through January. Educational classes focused on basic literacy and numeracy skills in the native language ! "!
of each village. The study compared two groups: villagers experiencing basic educational intervention and those experiencing the same educational program, but with additional implementation of mobile phone use. Participants receiving the mobile phone intervention “learned how to use a simple mobile phone, including turning on and off the phone, recognizing numbers and letters on the handset, making and receiving calls, and writing and reading SMS” (Aker et al. 97). These participants were organized into groups of five, each group sharing one phone. No additional instruction time was provided for those in the mobile phone implementation groups because time allotted for material review in the basic program was used to teach the mobile phone module (Aker et al. 97). Thus, hours of teaching were not a differentiating factor. Program implementation was particularly effective because it considered and utilized local practices. The educational program conformed to the preferences of the Ministry of NonFormal Education in Niger by creating two literacy classes for each village, separating students by gender. The program also maintained a reasonable class size with 25 students in each (Aker et al. 96). This initiative involved the ministry by allowing them to select community members who would be trained to teach the courses. This study concludes that mobile phone intervention may have affected students learning in a variety of mechanisms. The first is that the use of technology may lead to increased teacher effort. This would improve the effectiveness of the overall educational impact and thus provide impact akin to other inputs like textbooks and visual aids. The second mechanism suggested is the implementation of technology may have increased student effort and incentive to learn, resulting in improved participation and attendance. Lastly, the phones may facilitate learning outside of the classroom, during and after the classes are in session (Aker et al.112). Multiple
!
#!
facets of these mechanisms likely contributed to the outcomes of this study and all appear potentially transferrable to Wayanad. The use of mobile phones and increasing network coverage in rural areas may create incentives and opportunities to improve adult literacy and numeracy skills. The use of phones allows students to practice their learned skills through the phone keypad outside of class by writing messages (SMS), making calls, and using mobile money applications (Aker et al. 95). Implementation of the cell phone program in conjunction with the adult education program “increased writing and math test scores by 0.19 – 0.26 standard deviations as compared with the standard adult education program” (Aker et al.118). The data shows these impacts have developed from increased student effort and motivation within the classroom. Teacher quality also remains essential to the program because the technology is ineffective without a basic understanding of how to utilize the mobile phones (Aker et al. 118). Results demonstrate clear, quantitative educational improvements. Average test scores in villages where the use of cell phones was implemented were 13% higher for writing and 8% higher for math when compared to villages only receiving adult educational programs (Aker et al. 95). These results lasted in the relative long term, demonstrated through data taken six months after the end of the program. Math z-scores were 0.19 standard deviations higher in the villages with cell phone use even after half a year had passed (Aker et al. 111). This evidence clarifies the significantly improved educational outcomes derived from the implementation of this program. This experiment was able to overcome previous problems in the collection of quantifiable evidence. Similar studies in the past relied on self-reported literacy or numeracy measures that lacked compelling results. This study provides strong conclusions due to the randomized nature of program implementation, student test score analysis, attendance data, teacher quality, and
!
$!
household socio-economic characteristics (Aker et al. 95). These aspects are important for future improvements to similar programs and further analysis if the program is to be taken to scale. The theory of change examined in this study centers on the widespread improvement of program implementation, the “last mile” problem, through the use of technology. The basic cellular phone technology discussed can be used to improve literacy and numeracy in rural communities. With greater understanding of this basic level of education, more people can utilize written information and more clearly understand concepts that development programs work to explain in order to create improvements in communities. Progress in education and informational exchange could vitally advance the execution problems of the Last Mile Project in Wayanad. Development of literacy and numeracy in Wayanad through technological reinforcement will create more accurate distribution of educational materials and instructions. All programs will be dramatically improved with the advent of systematically improved education. Projects in Wayanad will particularly benefit from potential use of cell phones as a tool for alerts and reminders of ongoing programs in the area. Cell phone alerts could be particularly effective in informing community members on an individual level. The use of local language and leaders, as in Kenya, will also lead to greater success in adopting the use of this technology. Future programs need not be limited to adults of this region. With implementation in schools and integrated child development centers, children might also reap the benefits of reinforcement and increased motivation through technology. These students may also be able to assist their parents in adapting the use of cell phones. The implementation of similar programs for school-aged children will increase their health, wellness, and participation in other programs throughout Wayanad earlier in life, creating even longer lasting impact in Wayanad, India.
!
%!
References Aker, Jenny C., Christopher Ksoll, and Travis J. Lybbert. "Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger." American Economic Journal: Applied Economics 4.4 (2012): 94-120. American Economic Association. Web. 8 Nov. 2013. <http://www.aeaweb.org/articles.php?doi=10.1257/app.4.4.94>. Baseline Survey of Minority Concentration District. Rep. Indian Council of Social Science Research, n.d. Web. 8 Nov. 2013. <http://www.icssr.org/Wayanad.pdf>.
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