Using Mobile Technology to Support Numeracy:
An Exploration of the Possibilities
Time: 1pm-4pm, March 10th Room: Jasperwood
1. Objectives of the workshop
Over the last few years much attention has been given to the area of literacy in developing countries, however, the topic of numeracy has remained an important yet widely ignored aspect of the international agenda. Numeracy skills are important to address at the early learning stages, so that a child masters basic math competencies and solidifies their conceptual understanding of numbers. This will allow them to easily relate theoretical mathematic concepts of numbers and numerical expressions to applications in the real world, giving them the basic knowledge in mathematics that can be used in day-to-day life, and will allow them to build the necessary foundation for succeeding in higher level mathematics, science, and technology – thus making these paths accessible to more students. Therefore, it is important to identify the factors that are undermining mathematics learning in the early grades and identify interventions that are most likely to succeed in supporting students’ mastery of these foundational competencies.
The use of mobile technologies, which ranges from laptops, tablets, PCs, TV, radio, USB sticks, SMART Boards, to mobile phones, are being widely used and experimented with as possible interventions in early grade mathematics, especially in complementing traditional learning methods to enhance learning outcomes. When determining when and how to use mobile technology, it is important to examine the problem or need that technology might help resolve, as well as the contextual constraints and opportunities that might contribute to a selection of available technologies.
The objective of this half-day workshop is to provide participants with information about current and potential mobile technology approaches that support numeracy at the primary level. The workshop will include an examination of key areas in which support for numeracy are needed and the ways in which mobile technologies might provide added value, including teacher training, in-class instructional support, and out-of-school support and practice. Current and planned initiatives will be presented and discussed, and resources for further research will be shared.
2. Target audience
The workshop will be targeted to NGO practitioners, donor organizations, and graduate students. Audience members at any level of familiarity with numeracy and/or mobile technologies are welcome.
3. Instructional goals
At the end of this half-day workshop, participants will:
a) Have a basic understanding of key areas for supporting numeracy, both in and outside school, with special emphasis on areas where mobile technologies might contribute added value;
b) Be familiar with existing and planned initiatives in mobile technologies that are already being used to support numeracy, or might have applications for numeracy;
c) Gain knowledge of resources available for planning projects incorporating mobile technologies for numeracy;
4. Planned workshop activities
The workshop will be divided into three main sections:
a) Background on numeracy in developing countries – current status and areas for improvement. During this portion of the workshop, participants will be familiarized with the current status of numeracy in developing countries and gaps that need to be addressed. This portion will also include an introduction to some of the key ideas/practices for supporting numeracy development, particularly in relation to the gap areas identified.
b) What’s out there in mobile technologies and numeracy and what seems to work? Participants will learn about existing and planned initiatives in mobile technologies that are already being used to support numeracy, both inside and outside of the classroom. This includes a general overview of the field, as well as more detailed descriptions of specific initiatives, including a discussion of the ways in which mobile technology can provide added value in addressing the gaps identified in the previous section. Specific examples will include work being done by RTI, the Sesame Workshop, the Global Partnership for Education, and Save the Children.
c) Group activity - . Participants will have an opportunity to think more deeply about and apply what has been presented in the first two portions of the workshop through a group activity. In this activity, participants will work in groups in order to identify challenges and opportunities in a real-world math instructional context – either one with which the group is familiar, or one provided by the instructors. The groups will analyze the situation in regards to the type of support needed, possible modalities, and constraints in that context in order to identify a possible approach for using technology to strengthen the learning of mathematics.
5. Names and institutional affiliations of instructional staff
a. Wendi Ralaingita, RTI
b. Deepa Srikantaiah, Global Partnership for Education
c. Shirin Lutfeali, Save the Children
d. Abigail Bucuvalas, Sesame Workshop
e. Carmen Strigel, RTI |
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