“Ensure the productive use of time spent in classrooms
UNESCO’s investigations have revealed that mobile devices can help instructors use class time more effectively. When students utilize mobile technology to complete rote tasks such as listening to a lecture or memorizing information at home, they have more time to discuss ideas, share alternate interpretations, work collaboratively, and participate in laboratory activities while at school. Far from heightening isolation, mobile learning allows people increased opportunities to cultivate the complex skills required to work productively with others.
A model gaining traction in North America “flips” classrooms by asking students to watch informational lectures outside of school – usually on mobile devices carried with students wherever they are – so that greater class time can be devoted to the application (as opposed to the mere transmission) of disciplinary concepts. Tasks that were once school-work become homework, and school-work places greater emphasis on the social aspects of learning.” [...] (S. 5)
“Develop strategies to provide devices for students who cannot afford them
Mobile devices hold special promise for education, in large part, because a majority of people already have access to one. Collectively, they are the most common ICT on the planet. While governments should seek to enlarge learning opportunities for the huge number of people who have a personal mobile device, they also need to ensure mobile learning opportunities remain open to students who do not currently have one.
Currently there are three widely-practiced models for ensuring people have the hardware needed for mobile learning: 1) governments or other institutions provide devices directly; 2) students bring their own devices, commonly referred to as BYOD; or 3) governments and institutions share provisioning responsibilities with students. As expected, the BYOD model is attractive because it is inexpensive – the costs of the devices, their maintenance, and their connectivity plans are usually shouldered by students – and, as a result, BYOD projects can be implemented quickly in areas where most students have mobile devices.
However, BYOD has serious limitations if it fails to accommodate students who do not own mobile hardware or creates scenarios where students with superior devices and connectivity plans can outperform those with inferior devices and plans.
- Ensure equal access for all students and teachers to mobile technology and participation in mobile learning. In the case of BYOD implementations, governments should adopt measures to provide mobile hardware and connectivity to students who do not own their own devices.
- When possible, allow students to “own” their mobile devices. A principle advantage of mobile learning is that it opens up educational opportunities inside and outside of schools.
- Encourage government departments and educational institutions to negotiate with vendors and leverage the purchasing power of large numbers of students.” (S. 10)
Die UNESCO lädt dazu ein, den Entwurf auf ihren Seiten zu diskutieren, Anregungen und Kritik einzubringen: