What happens when secondary school girls in Nairobi are introduced to a mobile learning tool?

I am nearing five months of being in the field in Nairobi. This past week I finally got to introduce a mobile learning tool to the girls at my school!

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There had been lots of buildup, but once it happened, I think the girls and I were equally excited! The mobile learning implementation was not without its hiccups, but overall things went well.  But what led to this? Why was I seemingly injecting mobile learning into this situation? Well, if it is one thing I have learned after working in international education development, it’s that if you want to have real impact, you will listen to people and try to discern their needs before saddling them with what you think they need (as they say, the road to Hell is paved with good intentions!).

During three separate research periods over the course of nearly two years, I learned that girls at the school I work with wanted more reading materials to use during after-school hours. This was desired because the girls stated that they wanted to practice reading, to help them prepare for exams, to read about new or interesting things, to be more knowledgeable about the world, or to read to support their formal learning.

buying-water-matatu
Riding a matatu, buying water… thinking of cake?

But why didn’t they have all the books they wanted to begin with? On average, books can cost at least 300 KES (KES = Kenyan Shillings) for one copy, and this can be a considerable amount for a secondary school girl to bear on her own when you consider how much 300 KES can buy to satisfy more immediate needs (for example, two matatu rides, a 1L bottle of water, and a loaf of cake from Uchumi, combined, is still cheaper than the price of a book).

At the same time, I conducted surveys that revealed that nearly half of the girls at the school I work with have a mobile phone. These mobile phones were often provided by parents or siblings so that the girls could be reached when needed, to conduct M-Pesa transactions, or even for safety purposes.

With this in mind, I researched possibilities that could take advantage of the availability of mobile phones, were affordable to the inelastic budget of a secondary school girl (and their parents or guardians!), and provided access to reading materials that would be interesting and relevant to this population. One of my PhD supervisors, Niall Winters, wisely asked me to create a chart detailing the features and advantages of various mobile learning tools available in Kenya. I considered things like cost, the ability to facilitate constructivist learning experiences, and the type(s) of mobile devices the tool would run on.

Having been a fan of Worldreader for a while, I decided that this could be one of the best options for the secondary school context I was working in. The thing that I liked most about this tool is that there are so many books, many of them sourced from Kenya or Africa more broadly. Also, the data compression software that accompanies biNu, which hosts the Worldreader “app”, means that using the “app” doesn’t cost as much as reading on a regular Internet browser.

 

worldreader books

With data bundles in Kenya available for a cost as low as 5 KES, it seemed logical to see if and how the introduction of this educational aid could support the girls’ reported needs.

Although I am just in the early stages of the actual implementation/introduction of Worldreader via biNu as the mobile learning tool to help the secondary school girls attain their educational pursuits, so far the girls have been spotted online a lot, have told me that they have been showing the “app” to their friends, and they have even been sharing what they have been reading with me via biNu Messenger.

Screenshot of a biNu message sent to me from a research participant
Screenshot of a biNu message sent to me from a research participant

Overall, the girls seem to be quite excited about Worldreader and the materials that the “app” is helping to put within their reach. But will this excitement last? Will the girls still use this “app” when I am not around? Will the data costs and need to re-charge their mobile phones eventually become barriers to use? How will parents or guardians react to their use of mobile phones in this way? Will this mobile learning tool help facilitate the girls’ ability to lead the lives that they have reason to value?

These are just a few of the questions I will be exploring until October 2014 (including a period when I will be away from Kenya, July to October 2014). If after six months since the Worldreader implementation/introduction the same level of excitement and use is observed among the girls, in addition to continued reported benefits, I will be more confident that this intervention was worthwhile and helpful to them.

Until then, I am going to enjoy reading with the girls and helping them to navigate the “app” for their purposes!

 

 

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