TY - RPRT TI - Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Khagame, Phoebe AU - Mumbi, Albina AU - Njuguna, Lydia AB - An output of the EdTech Hub, https://edtechhub.org CN - 0162 DA - 2023/// PY - 2023 LA - en M3 - Working paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/FQV2DUEH KW - _r:AddedByZotZen ER - TY - RPRT TI - Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya AU - Myers, Christina AU - Jordan, Katy AU - Khagame, Phoebe AU - Mumbi, Albina AU - Njuguna, Lydia AU - Zhao, Annette AB - This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org CN - 0133 DA - 2022/11/10/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NP52QFM8 KW - _r:AddedByZotZen ER - TY - JOUR TI - Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Mumbi, Albina AU - Khagame, Phoebe AU - Njuguna, Lydia T2 - African Educational Research Journal AB - The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning. DA - 2023/12/19/ PY - 2023 DO - 10.30918/AERJ.114.23.088 DP - DOI.org (Crossref) VL - 11 IS - 4 SP - 665 EP - 679 J2 - Afr Educ Res J SN - 23542160 UR - http://www.netjournals.org/z_AERJ_23_088.html Y2 - 2024/02/29/10:12:18 ER -