NMC Horizon Report > 2013 K-12 Education Edition

nmc_itunesu.HRK122013_0The New Media Consortium, the Consortium for School Networking (CoSN), and the International Society for Technology in Education (ISTE), have once again released their annual Horizon Report > 2013 K-12 Education Edition.

Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving educators, school administrators, and practitioners a valuable guide for strategic technology planning.

The NMC Horizon Report > 2013 K-12 Edition recognizes cloud computing and mobile learning as technologies expected to enter mainstream use in the first horizon of one year or less. Learning analytics and open content are seen in the second horizon of two to three years; and 3D printing and virtual and remote laboratories emerged in the third horizon of four to five years.

I was privileged to be on the Advisory Board for the publication. It was a very interesting experience suggesting different emerging technologies, trends and challenges, in a group space and then voting the top ones in. While it is always a challenge to include the opinions of someone who is working in, say, the New York school district, with that of someone running a project in Nigeria, overall, I fully support the six key emerging technologies in 2013. The time for mobile learning, whether in Singapore or in Abuja, has come. Also of interest is open content, which after many years of pushing by the growing OER movement, has also finally come into the popular limelight and will only grow further in the future.

Mobile learning at the Nigeria Summit

Nigeria Summit 2013
I was honored to sit on a panel at The Economist’s Nigeria Summit 2013 in Lagos. The panel was titled SKILLS AND EDUCATION – DEVELOPING NIGERIA’S PEOPLE POWER. Below are my speaking notes.

Education challenges

As we all know, the world faces major education challenges, including:

Shortage of trained and motivated teachers

“The latest estimates suggest that 112 countries need to expand their workforce by a total of 5.4 million primary school teachers by 2015. New recruits are needed to cover both the 2 million additional posts required to reach universal primary education and the 3.4 million posts of those leaving the profession. Sub-Saharan African countries alone need to recruit more than 2 million teachers to achieve UPE.” Global Monitoring Report, 2012

“More than 200,000 new teachers are needed in Nigeria to ensure that there is one primary level teacher for no more than 40 learners.” Global Partnership for Education (Every Child Needs a Teacher report)

“61-100 pupils per lower-secondary teacher in Nigeria.” Global Partnership for Education (Every Child Needs a Teacher report)

Out of school children and drop-outs

“Nigeria alone is home to an estimated 10.5 million out-of-school children … 42% of the primary school-age population.” (Global Monitoring Report, 2012)

UNESCO focus on teachers

UNESCO is focused on improving education quality through supporting teachers. It has a comprehensive teacher strategy.

It is sees Africa as a priority and works in many countries on the continent.

Mobile revolution

Africa is the second largest and fastest growing mobile phone region in the world.

It has an estimated 735 million mobile phone subscriptions.

Nigeria’s mobile phone subscription base is set to hit 120 million in 2013.

It has fundamentally changed the way that people communicate, socialise, do business, bank and farm. Why not how they learn?

Mobile learning

My particular focus at UNESCO is mobile learning: how mobile technology can be used to improve teaching, learning and effective administration.

We believe that we need to fully leverage and exploit every opportunity to meet the massive education challenges.

Examples of mobile learning to support teachers: by providing content, connecting teachers in peer-to-peer support networks, assessment, and supporting teacher administration.

Mobile learning is not a saviour – but it can contribute in unique and new ways, not possible before.

Nigeria teachers’ project

In Nigeria we are about to launch a pilot project, in partnership with Nokia and in collaboration with the National Teachers’ Institute and the British Council.

Aimed at primary school teachers of English.

Daily messages delivered via mobile phones: content knowledgepedagogical tips, assessment questions, and motivational messages.

Launching on 2 May in Abuja.

—-

I further describe the Nokia UNESCO partnership to support teacher development in Nigeria in this interview by WebTV.

The future of education in Africa is mobile (BBC article, UK version)

The article I wrote for the BBC Future site (24 August 2012) is not available to users in the UK, so here it is below …

The future of education in Africa is mobile

Mobile phone


Over the coming months, A Matter of Life and Tech will feature a range of voices from people building Africa’s tech future. This week, United Nation’s mobile learning specialist Steve Vosloo argues phones could be the future of education on the continent.

Education systems are under stress.

It is a problem felt in many parts of the world, but in Africa, the strain is even more acute.

In sub-Saharan Africa, 10m children drop out of primary school every year. Even those fortunate enough to complete primary school often leave with literacy and numeracy skills far below expected levels.

In addition, there is a major shortage of trained and motivated teachers. It is estimated that to ensure that every child has access to quality education by 2015, sub-Saharan Africa will need to recruit 350,000 new teachers every year. It seems increasingly unlikely that this will happen.

Throw in one of the highest concentrations of illiterate adults in the world, and you begin to understand the scale of the problem.

In the last decade many African countries have, against these significant odds, made solid progress in improving their education levels. However, the challenges are often too large. The “usual” tried and tested methods of delivering education are not enough.

Yet there is a potential solution.

While education struggles to cope, mobile communication has grown exponentially. Africa is today the fastest growing and second largest mobile phone market in the world. While in some countries – including Botswana, Gabon and Namibia – there are more mobile subscriptions than inhabitants, Africa still has the lowest mobile penetration of any market. There is plenty more growth to come. Over 620 million mobile subscriptions mean that for the first time in the history of the continent, its people are connected.

These connections offer an opportunity for education. Already, we are starting to see the beginnings of change. An increasing number of initiatives – some large-scale, some small – are using mobile technologies to distribute educational materials, support reading, and enable peer-to-peer learning and remote tutoring through social networking services. Mobiles are streamlining education administration and improving communication between schools, teachers and parents. The list goes on. Mobile learning, either alone or in combination with existing education approaches, is supporting and extending education in ways not possible before.

Numbers game

For millions of Africans, much of their daily reading and writing happens on mobile phones in the form of SMS and instant message (IM) chats. Mobiles are also increasingly being used to access long-form reading material – not only 160 character text bites. For example, projects such as Yoza Cellphone Stories, which offers downloads of stories and novels, has shown impressive uptake amongst young African readers who enjoy mobile novels or ‘m-novels’.  On Yoza, users not only read stories but comment and vote on them. In its first 18 months, Yoza had 470,000 complete reads of its stories and poems, as well as 47,000 user comments.

Since 2010, the non-profit organization Worldreader has provided school children in a number of developing countries with access to digital books through donated Kindle e-readers. Recently, it has begun to publish the books via a mobile phone-based e-reader. The Worldreader app and its library of stories is already on 3.9 million handsets, with active readers in Nigeria, Ethiopia and Ghana, to name a few.

In many countries, mobiles are the only channel for effectively distributing reading material, given the high cost of books and their distribution, especially to rural areas. Reading on a mobile device is different to reading in print. Mobile devices offer interactivity, the ability for readers to comment on content, the ability to connect with other readers and to publicly ask questions and receive support. Mobile devices can be used to deliver appropriate and personalized content, in ways that print books cannot. Of course, print books have their strengths – such as not having batteries that need to be recharged. A complementary approach that draws on the strengths of each – print and mobile books – is ideal.

Social networking sites, accessed primarily or only via mobile devices by most Africans, are also on the rise and offer another opportunity. Already they are being used by teachers and learners to share resources and provide support in open discussions. For communities that are geographically dispersed and cannot afford to meet in person, the support from such virtual communities is invaluable.

MXit is Africa’s largest homegrown mobile social network. With over 50 million users, the South Africa-founded service not only allows its mostly young users to stay in touch by text chatting, it also facilitates live tutoring on maths homework.  Dr Maths on MXit has helped 30,000 school-aged children work through maths problems by connecting them with maths tutors for live chat sessions. The service is effective for two reasons: it is cheap – the actual service is free but users pay a minimal data charge to their mobile providers – and it operates in the evenings, when learners need help with homework. For many children in South Africa, this is the most qualified tutor that they will have access to.

Of course, it is not possible to have a one size fits all approach. The mobile landscape in Africa is spread unevenly across 56 countries: in some places there is good infrastructure and access to mobile data, in others access is spotty and limited to basic services. To make a real impact mobile learning initiatives must – and do in Africa – cater to the full range of technology contexts. An example is Nokia Life, an information service with over 70 million subscribers in India, China, Indonesia and Nigeria. Popular information channels in Nigeria deliver preparation tips for middle and high school exams, health education aimed at families and English language learning. The service uses SMS, meaning it does not need mobile data coverage that is not as widely implemented in many places.

But it is not just about the services. If mobile learning is to have a real impact, we need to also rethink what we mean by education, schooling and what skills it delivers.

Recently, a United Nations task team led by UNESCO produced a think piece on education and skills beyond 2015. The piece predicts there will be a shift away from teaching in a classroom-centred paradigm of education to an increased focus on learning, which happens informally throughout the day. A core feature of mobiles is that they support ‘anywhere, anytime’ learning. Because they are personal and always at hand, they are perfectly suited to support informal and contextual learning.

The report also predicts that there will be an increased blurring of the boundaries between learning, working and living. Mobiles already support skills development in a range of fields including agriculture and healthcare, and provide paying job opportunities for mobile-based ‘microwork’.

In addition to education basics such as literacy and numeracy, the reports says, there will be a need for digital and information literacy, as well as critical thinking and online communication skills. With the guidance of teachers, mobiles provide a medium for developing these skills for millions of Africans who go online ‘mobile first’ or even ‘mobile-only’.

On a continent where education change – what should be taught, how it should be delivered and assessed, and where learning happens – is inevitable, and mobiles are more affordably and effectively networking people to each other and information than ever before, the combined promise is bigger than the sum of the parts. Mobile learning is here to stay and will only influence and enable learning more and more.

Do you agree with Steve? If you would like to comment on this article or anything else you have seen on Future, head over to our Facebook page or message us on Twitter.

Steve Vosloo is a mobile learning specialist with the United Nations Educational, Scientific and Cultural Organization (UNESCO) in Paris. He founded the Yoza Cellphone Stories project in 2009. Read his blog or follow him on Twitter at @stevevosloo.

Picture used under creative commons from mLearning Africa.

On mobiles for teacher development and edutainment: Interview by Russell Southwood of Balancing Act Africa

Below is an interview by Russell Southwood of Balancing Act Africa on mobile learning in Africa. The interview has two parts: the first video is about how mobile learning can tackle the global teacher shortage and the impact of mobile learning on the education system.

 
The second part is about the power of interactive and “edutaining” content via mobile devices, for example through the Yoza Cellphone Stories project.

 
[I had  a cold so please excuse any nasal sounds!]

UNESCO Working Paper Series on Mobile Learning released

UNESCO Working Paper Series on Mobile LearningUNESCO has released the first set of papers in its Working Paper Series on Mobile Learning, for which I was a co-ordinating editor. The 12 papers of the initial launch make up almost 500 pages of research. Half of the papers focus on mobile learning initiatives and their relationship to policies, and the other half on how mobile technologies support teachers and their professional development. For each focus area there is a Global Themes paper that summarises the findings of the other papers.

UNESCO Working Paper Series on Mobile LearningIt has taken many months of hard work to release the 12 papers, produced by a range of external and UNESCO authors. It is certainly hoped that this first contribution in an ongoing series will help to stimulate the growth of mobile learning and lead to more governments actively embracing it.

2 mLearning articles worth reading (including an interview in Education Week)

I was recently interviewed by Education Week, the leading education newspaper in the USA. The article, Mobile Devices Address Technology Equity in Africa, is well written and provides an overview of some of the interesting mobile learning projects in Africa.

For a good roundup, also check out Mobile learning in developing countries in 2012: What’s Happening? by Mike Trucano of the World Bank (follow @WBedutech).

The glue of it all is cheap, reliable internet access

I was interviewed for the November edition of City Views — “your free Cape Town central city newspaper” — about the importance of affordable connectivity for ideas to spread and innovation to flourish (drawing on the ideas of Clay Shirky and Steven Johnson that I spoke about in my TEDx Stellenbosch presentation). Pull quote:

Lots of innovation is happening totally under the radar – in people’s garages, in backyards, in shacks – but these are all pretty small-scale and the lessons aren’t really communicated out. If you can provide a network to connect these people – help them research what others are doing, find that someone down the street who is working on the same thing – then good ideas can be amplifi ed and businesses scaled up. The glue of it all is cheap, reliable internet access.

The whole edition is dedicated to connectivity and creativity in Cape Town — it’s worth a read.

Presentation given at Girl Geek Dinner Cape Town

Girl Geek DinnersBelow is the presentation that I gave at the Girl Geek Dinner in Cape Town, 4 May, about women, mobiles (mwomen) and exciting possibilities.

In 2004 I attended a screening of Shake Hands with the Devil, a documentary about General Romeo Dallaire who headed up the UN peacekeeping forces in Rwanda during the 1994 genocide.  Dallaire was at the screening and discussed his experiences afterwards during a Q&A session. When asked how he thought Africa could become a more peaceful and prosperous continent, he flatly replied: women. He believed that if women were more empowered, and had more prominent positions in government, and that their role as breadwinners, primary caregivers and family supporters were recognised and supported, Africa would be a more peaceful place.

This really struck me. It was something that I had always seen to be important, but until this army general said it so plainly, I hadn’t really believed in the criticalness of women empowerment. Since that night, I do believe it. And so it is an honour to be speaking here tonight, and to be a part of such a great movement: Girl Geeks.

In the last few months there has been a strong focus on women’s empowerment for a different reason: economic gain. An opinion piece published on Bloomberg last year (titled Secret to Rebuilding the World’s Economy by Gayle Tzemach Lemmon) describes how the world’s leading companies are beginning to see women as the next big growth opportunity.

“Investing in women is proven to be smart economics,” said Beth Brooke, Ernst & Young’s global vice chair of public policy, sustainability and stakeholder engagement. “Women as consumers represent one of the largest ‘emerging markets’ in the world next to China and India,” Brooke said, pointing out that women control more than 80 percent of household spending decisions. The focus now is on women as entrepreneurs, employees and consumers, all of which offer unique business opportunities for companies agile enough to take advantage of them.

It turns out that women are the key to rebuilding the global economy. The article says that “exploiting — in the most positive sense — the talents of half the world’s population is a business imperative.”

To me this seems obvious, but apparently it isn’t. More striking than the figures is the apparently new insight that women matter economically. It’s taken reports from Goldman Sachs Group and Ernst & Young, amongst others, to highlight this issue.

Professors from Harvard and the Massachusetts Institute of Technology and researchers from the Korea Labor Institute recently interviewed executives to explore whether a foreign corporation could boost profits by hiring women from the local labor markets where it operates, particularly in regions where women have traditionally been excluded.

They found that firms which hire and promote women to positions of authority enjoy greater profitability, a gain seen in both multinational and local companies. This competitive advantage was especially true at companies that hired women at senior levels.

Who would have thought?! Is anyone surprised by this? And of course, excluding women is costly business:

The United Nations has said that constricting women’s opportunities in Asian and Pacific nations is costing those regions more than $40 billion annually.

OK, so thanks to a few major consulting firms and the UN, we now know that women are good for economic growth. Regardless of whether equal opportunities for men and women is the right thing to do, it is apparently the most profitable thing to do. And like it or not, maybe that is the reason for women finally being included in economic activities.

But what about women and technology? (This is a Girl Geek Dinner after all!) Well, in the context of what I’ve been speaking about, an interesting initiative was started last year called mWomen, which is about increasing mobile access to women in the developing world for their socio-economic advancement. It is a relatively new focus area within the mobile for development (M4D) space, inspired by a report Mobile & Women: A Global Opportunity, and driven by the GSMA Development Fund. The report identified a sizeable gender gap in mobile phone ownership in low- and middle-income countries: there are 300 million fewer female subscribers than male subscribers in these countries.  Across all countries a woman is 21% less likely to own a mobile phone than a man. By region this figure is:

  • 23% if she lives in sub-Saharan Africa;
  • 24% if she lives in the Middle East;
  • 37% if she lives in South Asia.

Stemming from this gender gap are two key opportunities. Firstly, there is money to be made here: over the next five years women could account for two-thirds of all new subscribers. The gender gap represents $13B in unrealised per annum revenues for mobile network operators (MNOs).

Secondly, this is a chance to genuinely empower women, which has a series of positive knock-on effects. The report found that:

  • 93% of women reported feeling safer because of their mobile phone.
  • 85% of women reported feeling more independent because of their mobile phone.
  • 41% of women who own a mobile phone reported increased income and professional opportunities.
  • Women in rural areas and lower income brackets stand to benefit most from closing the gender gap.

These are very powerful and exciting reasons to close the gender gap.

So why is there a gender gap? According to research shown in the report, the barriers to womens’ adoption of mobile phones are:

  • The price of handsets and services;
  • Traditional attitudes towards women’s ownership of productive assets; and
  • Women’s literacy around mobile technology.

The GSMA Development Fund wants to address the gender gap so that both the economic and social benefits can be realised. As a target, it wants to halve the gender gap, from 300 million fewer women to 150 million, within three years. Apparently there has been significant interest shown by mobile operators, vendors, governments and NGOs to partner with the GSMA to fund and jointly deliver projects to close the gender gap in developing countries.

Of course there is a tension in such a programme between extracting the greatest possible profit from this new subscriber base while also ensuring that they enjoy the greatest possible social benefit from it. Commercial and social opportunities can work in opposites. So the question is: how to balance this tension and create programmes that are economically sustainable as well as genuinely uplifting for women. According to the report, examples of how to achieve this include:

  • Female specific airtime tariffs;
  • Culturally sensitive marketing;
  • Gender based information services via text messaging and IVR for education, entrepreneurship, health and financial inclusion; and
  • Capacity building programs to train women in how to use a mobile phone.

Part of our mission is to creatively and effectively implement these actions, and to come up with others, and I think that there are many others.

Mobile is Africa’s great success story. The technology can genuinely empower women. It not only provides a mechanism for distributing information, but also for giving women a voice, and access to opportunities. Both of which have been denied women for far too long.

A project that I’ve lead over the last few years is Yoza Cellphone Stories. We publish short stories on MXit and a mobisite for teens and young adults to read. Remember, South Africa is “book-poor” but “mobile phone-rich”. We have 63,000 subscribers on MXit, 56% of which are female. Our stories are about romance, relationships, fashion and soccer. But they have social messages in them about issues such as AIDS, peer pressure and sexual abuse. And our readers are engaged enough to respond. An example is Sisterz 2: Hidden Danger, about a teen girl’s mother who hooks up with a boyfriend that keeps walking into the teen’s room while she’s getting changed. Throughout the story there is a tension that the mother’s boyfriend might abuse the daughter – a very common occurrence in this country. I urge you to spend a few minutes reading through all the comments on this chapter, where we asked whether maybe girls shouldn’t wear skimpy clothes because this is what causes men to get ideas (we use deliberately provocative prompts to get the readers talking). You see from the comments that this really struck a chord with our readers who, in a public forum, told their own creepy stepfather stories, or mothers who vowed to protect their children from such men. So I have personally seen the empowering effects of mobile phones.

I’ve recently joined the mLab Southern Africa, an incubator for mobile apps and content services. We have a focus on M4D and want to position ourselves as key players in the mWomen space. So if you have a mobile app or content idea – especially with a women focus, please come and talk to me.

I’d like to close by saying that we all need to be active players in developing solutions not just for women, but that empower women, and to work on removing the economic, social and cultural barriers to use of those technologies by women. There are very exciting possibilities ahead. Imagine what can happen when 300 million more people are connected and empowered to use the tools in ways that we have not yet thought of. I’m confident that we have the experience, the creativity and the initiative to make these possibilities happen.