Lifelong learning is the vision guiding the Education 2030 Framework for Action. To implement this Framework, flexible and accessible learning opportunities must be provided using different pathways, modalities, mechanisms, and channels such as information and communication technologies (ICTs). Mobile technologies in particular are regarded as highly promising for accelerating progress towards the literacy target. They are expected to motivate learners, to promote quality and effective learning, and to deliver services more efficiently. However, the great potential for ICTs to benefit literacy... Show more
Lifelong learning is the vision guiding the Education 2030 Framework for Action. To implement this Framework, flexible and accessible learning opportunities must be provided using different pathways, modalities, mechanisms, and channels such as information and communication technologies (ICTs). Mobile technologies in particular are regarded as highly promising for accelerating progress towards the literacy target. They are expected to motivate learners, to promote quality and effective learning, and to deliver services more efficiently. However, the great potential for ICTs to benefit literacy teaching and learning is also challenged by limitations, one of them being the lack of research and evidence on the impact of mobile learning on literacy skills. This publication provides a selection of literacy programmes that use radio, [television] TV, mobile phones, tablets and computers to support the development of literacy, numeracy and language skills. Due to continuous demand, the second edition of the publication has been updated with new case studies.
The experiences documented in this publication show that the practice of effectively integrating ICTs into the teaching and learning of literacy and numeracy is not a simple one-step process. It involves a series of deliberate decisions, preparatory actions, creativity and pilot testing. It requires careful analysis of which educational objectives can be supported by ICTs; which ICTs are the most appropriate with regard to learners' and teachers' motivations and capacities, context realities and development prospects; and which investment in the necessary human, physical and instructional infrastructures is necessary and sustainable over time. Innovations require deliberate effort and commitment, a solid base of knowledge, consultation of stakeholders and participatory development processes, testing of different options, planning for large-scale implementation, and openness to self-critical assessment, modification and adjustment. A prudent step-by-step incremental approach, succeeded in time by a comprehensive strategic approach, has proven to be the most effective.
Excerpts from publication.
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