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Changing the role of teachers by integrating mobile technology in a rural school in Zimbabwe. A reflection in the light of UNESCO policy guidelines.
Urs Gröhbiel and Christoph Pimmer, University of Applied Sciences Northwestern Switzerland
09.04.2023University of Applied Sciences Northwestern Switzerland 2
A secondary school in rural Zimbabwe – teaching & learning as a challenge
Challenge: Very low pass rates
Explanation of headmaster: Lack of:
teaching materials
qualified teachers
Offer of greenfield project partner
• Test the potential of iPads
09.04.2023University of Applied Sciences Northwestern Switzerland 3
The global challenge: the quality of education
Big achievements: «The efforts to achieve the MDGs in the past 13 years have yielded
unprecedented progress: […] more children in school than ever before»
But: «The education-related MDGs are perceived as having narrowed the focus on
access and completion, at the expense of what children actually learn in school.»
UNICEF / UNESCO report. (2013). Envisioning Education in the post-2015development agenda
09.04.2023University of Applied Sciences Northwestern Switzerland 4
Pilot with multi-stakeholder approach
Mpumelelo
Mpumelelo School
1. “Ice-breaker” multi-stakeholder workshop:
2. Workshops with selected teachers
3. Pilot teaching
4. Dissemination/reflection at teacher level
5. Dissemination (teachers, students, parent representatives, local inspectors, Ministry of Education on district level)
University of Applied Sciences Northwestern Switzerland
Teacher Training: Rolling out Responsibility
Next steps
Accompanying further activities
Define the scope and design of further development within greenfield project together wiith the stakeholders
09.04.2023University of Applied Sciences Northwestern Switzerland 8
Reflection on the basis of policy principles: Attention and percieved impact
(3: high attention/impact / 0: no attention/impact)
Further Research and Development
Scaling up tablet use in Zimbabwean schools (district, national)
Mobile & social media for … teacher development (India) Vocational training of apprentices
(Zimbabwe) Social mobile media & Moocs for training
engineers in low resource settings (Nepal)
Mobile monitoring and support for nomads in Chad (human and animal health)
Christoph Pimmer
Educational Researcher
Lecturer
W: www.christoph.pimmer.info
Contact
Urs Gröhbiel
Professor
Research & development
Some publications on mobile learning in marginalized settings
Pimmer, C., Linxen, S., & Gröhbiel, U. (2012). Facebook as a learning tool? A case study on the appropriation of social network sites along with mobile phones in developing countries. British Journal of Educational Technology, 43(5), 726-738
Pimmer, C., Linxen, S., Gröhbiel, U., Jha, A., & Burg, G. (2012). Mobile learning in resource-constrained environments. A case study of medical education. DOI:10.3109/0142159X.2012.733454. Medical Teacher.
Pimmer, C., Brysiewicz, P., Linxen, S., Walters, F., Chipps, J., & Gröhbiel, U. (in revision). Informal mobile learning in nurse education and practice in marginalized areas. A case study from rural South Africa. Journal of Nurse Education Today
Brysiewicz, P., Pimmer, C., Gröhbiel, U., Walters, F., Linxen, S., & Chipps, J. (2013). The neglected grass root adoption of mobile phones as learning tools in resource-limited settings. A study from advanced midwifery education in KwaZulu-Natal, South Africa. Paper presented at the South African Association of Health Educationalists, Durban, South Africa.