Publication Type
Journal Article
Version
publishedVersion
Publication Date
8-2011
Abstract
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher's perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.
Keywords
Mobile learning, Rural, Urban, Mexico, Literacy development
Discipline
Educational Assessment, Evaluation, and Research | Educational Methods
Research Areas
Corporate Communication
Publication
Educational Technology Research and Development
Volume
59
First Page
465
Last Page
486
ISSN
1042-1629
Identifier
10.1007/s11423-010-9172-3
Publisher
Springer
Citation
KIM, Paul; HAGASHI, Teresita; CARILLO, Laura; GONZALES, Irina; MAKANY, Tamas; LEE, Bommi; and GARATE, Alberto.
Socioeconomic strata, mobile technology, and education: A comparative analysis. (2011). Educational Technology Research and Development. 59, 465-486.
Available at: https://ink.library.smu.edu.sg/lkcsb_research/6654
Copyright Owner and License
Publisher
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1007/s11423-010-9172-3