ERIC ED560504: Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers

2014·4.2 MB·English

by  ERIC

Harnessing the
Potential of ICTs for
Literacy Teaching
and Learning
Effective Literacy and Numeracy
Programmes using Radio, TV,
Mobile Phones, Tablets, and Computers
Harnessing the
Potential of ICTs for
Literacy Teaching
and Learning
Effective Literacy and Numeracy
Programmes using Radio, TV,
Mobile Phones, Tablets,
and Computers
Selected case studies from
http://www.unesco.org/uil/litbase
Published in 2014 by
UNESCO Institute for Lifelong Learning
Feldbrunnenstraße 58
20148 Hamburg
Germany
© UNESCO Institute for Lifelong Learning
While the programmes of the UNESCO
Institute for Lifelong Learning (UIL) are
established along the lines laid down by
the General Conference of UNESCO, the
publications of the Institute are issued
under its sole responsibility. UNESCO is not
responsible for their contents. The points
of view, selection of facts and opinions
expressed are those of the authors and do
not necessarily coincide with official posi-
tions of UNESCO or the UNESCO Institute
for Lifelong Learning.
The designations employed and the
presentation of material in this publication
do not imply the expression of any opinion
whatsoever on the part of UNESCO or the
UNESCO Institute for Lifelong Learning
concerning the legal status of any country or
territory, or its authorities, or concerning the
delimitations of the frontiers of any country
or territory.
We would like to thank the following people
for their support in developing case studies-
during their internships at UIL:
Alena Oberlerchner, Andrea Díaz
Hernández, Anne Darmer, Ayda Hagh
Talab, Bo Zhao, Julian Kosh, Justin Jimenez,
Kwaku Gyening Owusu, Laura Fox, Lingwei
Shao, Mahmoud Elsayed, Mariana Simoes,
Medaldo Runhare, Michelle Viljoen, Mihika
Shah-Wundenberg, Mika Hama, Moussa
Gadio, Nisrine Mussaileb, Rouven Adomat,
Ruth Zannis, Sarah Marshall, Seara Moon,
Shaima Muhammad, Stephanie Harvey,
Thomas Day, Ulrike Schmidt, Unai Arteaga
Taberna.
Edited by Ulrike Hanemann
Copy-editing of selected cases by
Paul Stanistreet
Graphic design by Jan Kairies
ISBN 978-92-820-1188-1
Table of Contents
Africa Arab States
Cape Verde Iraq
Distance Learning for Adults: Civic Education Information
Radio ECCA Service for Female Iraqi Leaders
Page 11 Page 62
Kenya Lebanon
Empowering Self-help Groups Adult Literacy Using Information
through ICT for Better Education Technology (ALIT)
Page 16 Page 70
Niger
Alphabétisation de Base par Asia and the Pacific
Cellulaire (ABC): Mobiles 4
Literacy Afghanistan
Page 24 Mobile Literacy Programme
Page 74
Nigeria
Use of Radio in a Nomadic Cambodia
Education Programme Pink Phone
Page 30 Page 83
Senegal India
Literacy Project for Girls and Reading for a Billion: Same
Women using ICT Language Subtitling
Page 36 Page 92
Senegal Mongolia
Jokko Initiative Literacy Through Distance
Page 48 Learning
Page 97
Somalia
Somali Distance Education and
Literacy
Page 56
Pakistan Panama
Mobile-based Post Literacy El Maestro en Casa
Programme Page 148
Page 102
Solomon Islands Europe and North
Community-based radio network America
for development and learning
Page 109 Canada
AlphaRoute
Page 155
Latin America and the
Caribbean Germany
Ich will lernen
Brazil Page 165
Programa de Alfabetização na
Língua Materna (PALMA)
Page 116 Ireland
WriteOn
Page 171
Colombia
Virtual Assisted Literacy
Programme Turkey
Page 122 Web-based Literacy Programme
Page 179
Colombia
Sistema Interactivo United Kingdom of Great Britain
Transformemos Educando in the and Northern Ireland
Department of Guainía Maths Everywhere
Page 129 Page 188
Costa Rica
Information and Communication
Technologies in Andragogical
Mediation
Page 138
Jamaica
AutoSkills
Page 144
Introduction
The right to education as recognised by the for the International Assessment of Adult
Universal Declaration of Human Rights Competences (PIAAC), the use of ICT skills
includes the acquisition of literacy, numer- was introduced as one of the new elements
acy and other basic skills as a foundation into direct testing of literacy skills. Problem
for lifelong learning. Lifelong learning is a solving in technology-rich environments «as
central principle of the international post- the ability to use digital technology, com-
2015 education agenda. In its Position Paper munication tools and networks to acquire
on Education Post-2015, UNESCO proposes and evaluate information, communicate with
that «flexible lifelong and life-wide learning others and perform practical tasks» (OECD,
opportunities should be provided through 2013: 59), includes the use of computers at
formal, non-formal and informal pathways, different proficiency levels.
including by harnessing the potential of
ICTs to create a new culture of learning» However, ICT skills do not only represent
(UNESCO, 2014:4). UNESCO values the a novel dimension which has been inte-
role of ICTs in providing universal access grated in official literacy definitions and
to education, equity in education, quality major surveys to assess skills levels among
learning and teaching as well as teachers’ the adult population of participating
professional development. If policies, countries. Different technologies have been
technologies and capacities allow, education used already for decades to support adult
management, governance and administra- education and learning. These include radio,
tion can also be improved by means of ICTs. television and audio and video cassettes.
More recently digital ICTs such as comput-
The Belém Framework for Action (UIL, ers, tablets, e-books, and mobile technology
2010), in its article 11 on Adult Literacy, have spread at great speed and also found
states that «Literacy is an indispensable their way into the teaching and learning
foundation that enables young people and of literacy and numeracy skills. The large
adults to engage in learning opportunities at spectrum of ICTs, which can be applied to
all stages of the learning continuum» (ibid., different contexts, includes satellite systems,
p.6). As an age-independent, context-bound network hardware and software as well as
and continuous process, the acquisition and videoconferencing and electronic mail. Each
development of literacy takes place both one of these technologies opens up new
within and outside explicitly educational possibilities to develop literacy skills from
settings and throughout life. Increasingly, the safety of one’s home and offers a virtually
reading, writing, language and numeracy are unrestricted access to learning materials
viewed as part of a broader conception of key (Kim et al., 2012).
competencies, including ICT skills, which
require sustained learning and updating. The great potential of ICTs for learning is
Instead of being perceived as a stand-alone also challenged by limitations. Especially
set of skills to be developed and completed for the older generation it is difficult to
in a short time frame, literacy and numer- catch up with ICT skills, which is why they
acy are increasingly seen as fundamental are at risk to be left behind. In addition,
components of a complex set of foundational a lack of literacy skills is often connected
or basic skills. to poverty, which may restrict access to
and the efficient use of those technologies.
As a consequence, a number of UNESCO Meanwhile, despite growing use of mobile
member states have included ICT skills, phones and personal computers, access to the
together with other essential skills, in their internet is restricted in many parts of the
literacy definitions (UIL, 2013:21). With the world. For example, in Kenya about 72% of
implementation of the OECD Programme the population own a mobile phone but only
7
Introduction
around 32% are internet users (UNICEF, grassroots level to reduce domestic violence
2012). The challenges of using mobile incidents in their communities by enabling
learning to accomplish Education for All them to take action in a timely manner. The
(EFA) goals and of mainstreaming mobile use of tablets has been successfully piloted
learning include building strong multi-sec- in the Amazon rainforest of Colombia offer-
tor partnerships to foster widespread uptake, ing the learning software in four different
linking mobile analytics to learning theory, indigenous languages in addition to the
training teachers in mobile learning design national language. The many examples
and promoting mobile learning for all of literacy and numeracy practices using
(UNESCO, 2013). web-based learning programmes through
computers include literacy programmes
After television, radio is the mass com- from Brazil, Canada, Colombia, Costa Rica,
munication technology that reaches the Germany, Ireland, Jamaica, Kenya, Lebanon,
widest audience throughout the globe. It and Turkey, from which valuable lessons can
is a low-cost but powerful tool, especially be drawn.
for reaching vulnerable populations in
remote areas. This compilation includes case The examples of literacy and numeracy
studies from Cape Verde, Nigeria, Panama, programmes included in this compilation
Solomon Islands and Somalia as examples confirm that the use of ICTs to support the
of how radio helps to preserve local cultures acquisition and further development of read-
and languages while contributing to global ing, writing and numeracy skills is usually
understanding and promoting development, part of broader blended learning strategies.
lifelong learning and cultural diversity. At Traditional classroom teaching and learning
the same time it supports life skills and approaches are complemented by self-di-
adult basic education programmes. Very rected learning, where learners can practice
often, distant learning supported by ICTs is and progress at their individual pace, at
just a complement to face-to-face teaching. their own time, and in different places.
This is for example the case in Mongolia, These strategies contain also possibilities
where the face-to-face teaching strategy is for learners to interact with each other and
supplemented by a distance learning mode share the learning experience from different
using radio, video-CDs and DVDs. The places. A number of programmes featured
Same Language Subtitling Programme in this selection are enabling learners to
in India is an example on how millions of connect with each other and exchange
newly literate people can be motivated to information about health, nutrition, religion
further develop their reading skills by com- and other important day-to-day topics or to
bining this practice with the consumption of coordinate their community development
popular culture on TV. activities. These inspiring programmes arose
from different cultural backgrounds and are
Mobile phones, tablets and personal transferable to a variety of contexts.
computers are further extending their
reach and offer a high value with regard to The adult literacy and numeracy pro-
literacy teaching and learning, especially grammes presented in this compilation
when an internet connection is available. also show that there are many challenges
Smartphones and tablets are the most recent associated with the introduction and
generation of ICTs, and are outperform- maintenance of ICTs. Often the financial
ing other technologies, because of their sustainability of such projects is a major
independence from landlines and because issue. One key challenge is to better ensure
they provide the opportunity to include that programmes acknowledge the realities
interactive learning features. This compi- and limitations of existing infrastructures,
lation offers examples from Afghanistan, as well as the specific social and cultural
Brazil, Cambodia, Iraq, Niger, Pakistan, contexts, in order to support programme
Senegal and the UK. The Cambodian pink ownership and sustainability over time.
phone project is an example for how mobile At the same time the programmes offer
technology has empowered women leaders at creative solutions on how to overcome some
8
Introduction
of those hurdles. Most countries are still far be applied to gain and maintain literacy
from a situation that would allow them to skills on a higher level (Chudgar, 2013).
make optimal use of ICTs, and the aim of
providing effective learning opportunities Fascinating and exciting new technologies,
for everyone, anytime and anywhere is far software and applications are appearing
from being fulfilled. Particularly when almost on a daily basis. However, exploiting
the introduction of ICTs such as mobile the potential of ICTs can never be an end
phones and personal computers into adult in itself. Technologies are only tools, if
learning becomes strongly market-driven, powerful ones. They have the potential to
there is a risk of excluding those with lower contribute to effective teaching and learning
incomes. Many literacy providers in poor literacy and numeracy: enhancing access and
countries struggling with making available outreach, motivating learners to engage or
minimal levels of services to learners may be re-engage in learning, improving the quality
questioning the suitability of ICTs for their of teaching and learning, and boosting the
context. possibilities for lifelong learning. However,
in order to make effective use of the
Furthermore, there are critical voices on potential of ICTs, many difficulties have to
how computers transform education, work, be overcome and some prerequisites must be
and international development in ways that met. These cover a wide spectrum including
are ecologically unsustainable. While many education policies and strategies; physical,
people interpret digital technologies as ben- hardware, and software infrastructures;
eficial and culturally neutral, some scholars human and financial resources; implementa-
have drawn attention to how they reinforce tion modalities; and teaching and learning
problematic assumptions of the «modern contents and methodologies.
world» (Bowers, C.A., 2014). Therefore, it is
crucial to develop educational strategies that The experiences documented in this publica-
will contribute to more critical and informed tion show that the practice of effectively
citizens and a public debate about the uses integrating ICTs into the teaching and
and risks of digital technologies. learning of literacy and numeracy is not a
simple one-step process. It involves a series
The recent ICT development, particularly of deliberate decisions, preparatory actions,
with regard to smartphone technologies, creativity and pilot testing. It requires
has led to high expectations for the future. careful analysis of which educational
However until now there is not enough objectives can be supported by ICTs; which
evidence to show that mobile technology ICTs are the most appropriate with regard
truly leads to a better learning success (Kim to learners’ and teachers’ motivations and
et al., 2012). Due to the unpredictability capacities, context realities and development
of mobile learning, it can be difficult to prospects; and which investment in the
gather data on the impact of mobile necessary human, physical and instructional
learning projects (Vavoula and Sharples, infrastructures is necessary and sustainable
2009). While our knowledge of learning has over time. Innovations require deliberate
improved significantly thanks to progress in effort and commitment, a solid base of
cognitive research, research into the effect knowledge, consultation of stakeholders and
of ICT interventions on the learning process participatory development processes, testing
is nearly non-existent. In addition, available of different options, planning for large-scale
research on the effectiveness of ICTs often implementation, and openness to self-critical
seems to be contradictory, difficult to assessment, modification and adjustment. A
interpret, and hard to apply to policy. Even prudent step-by-step incremental approach,
though research-based evidence on the succeeded in time by a comprehensive
improvement of adult literacy skills through strategic approach, has proven to be the
the use of ICTs is still limited, this compila- most effective.
tion offers promising examples showing that
ICT can be creatively used to supplement A successful approach to introducing ICTs
face-to-face adult literacy teaching and can in the teaching and learning of literacy
9
Introduction
and numeracy recognizes the central role Sources
of facilitators, educators or teachers who do
not only need to be convinced of the benefits ✎ Bowers, C.A. (2014) The false promises of
of ICTs and sufficiently trained in its the digital revolution. Peter Lang, New
pedagogical use, but also should be actively York.
involved in the early stages of planning and ✎ Chudgar, A. (2013) The promises and
developing such learning systems. Action challenges of using mobile phones for
research will then turn such experimental adult literacy training: Date from one
projects and piloting into productive Indian state. International Journal on
learning experiences. It will also contribute Educational Development. vol. 34, pp.
to quality assurance and the creation of a 20-29.
solid knowledge base. This may encourage ✎ Kim, P. et al (2012) A comparative
further investment in new technologies that analysis of a game-based mobile learning
address the learning needs of marginalised model in low-socioeconomic commu-
population groups, and are both sustainable nities of India. International Journal of
and cost-effective. Education. vol. 32 (2), pp. 329–340.
✎ OECD (2013) OECD Skills Outlook
All literacy programmes selected to be 2013: First Results from the Survey
featured in this publication contain valuable of Adult Skills, [pdf] Available at:
experiences and lessons to share. More http://skills.oecd.org/OECD_Skills_
examples of innovative literacy programmes Outlook_2013.pdf (Accessed 10 March
can be found on UNESCO’s Effective 2014).
Literacy and Numeracy Practices database ✎ UNESCO (2014) Position Paper on
(LitBase) at www.unesco.org/uil/litbase, Education Post-2015. ED-14/EFA/POST-
which is a continuously developing database 2015/1
of successful adult literacy programmes. ✎ UNESCO (2013) The Future of Mobile
We also would like to invite providers of Learning: Implications for Policy Makers
innovative programmes which are not yet and Planners. Paris, France.
featured at LitBase to send us material about ✎ UNESCO Institute for Lifelong Learning
their literacy initiatives. (2013)2nd Global Report on Adult
Learning and Education. Rethinking
Ulrike Hanemann Literacy. Hamburg, Germany
✎ UNESCO Institute for Lifelong Learning
(2010) Belém Framework for Action.
UIL, Hamburg, Germany
✎ UNICEF (2012) Kenya Statistics, [web]
Available at: http://www.unicef.org/
infobycountry/kenya_statistics.html
(Accessed 19 March 2014).
✎ Vavoula, G. and Sharples, M. (2009)
Meeting the Challenges in Evaluating
Mobile Learning: A 3-level Evaluation
Framework. International Journal of
Mobile and Blended Learning, Vol. 1,
No. 2, pp. 54–75.
10
CAPE VERDE
Distance Learning for
Adults: Radio ECCA
COUNTRY PROFILE: CAPE VERDE Adult Literacy Rate (1995-2004)
Total: 81%, Male: 88%, Female: 76%
Population
519,000 (2006 estimate) PROGRAMME OVERVIEW
Official Language
Portuguese Programme Title
Internet Users per 1000 Inhabitants Distance Learning for Adults: Radio
35 (2002) ECCA Project for Socio-Economic
Households Possessing a Radio Development
Receiver Language of Instruction
66% (2002) Portuguese
Access to Primary Education – Total Programme Partners
Net Intake Rate (NIR) Government of Cape Verde, Spanish
87.8% (2005) Agency for International Cooperation,
Total Youth Literacy Rate (15–24 Regional Government of the Canary
years) Islands
96% (1995-2004) Date of Inception
2002
11