Two to three years ago, I found very little traction when trying to initiate discussions around the potential use of mobile phones in education with many counterparts in education ministries around the world. (And when this *was* discussed, talk usually centered on how to ban them from schools.)
I was honored to be asked to deliver one of the keynote addresses at this year's eLearning Africa event at the end of May. (If you'll be in Dar for the event, I look forward to seeing you there!) The organizers asked me to submit an abstract for my presentation by last week. In the belief that sunshine is the best disinfectant, and in the spirit of what I take to be the increasing appetite of the World Bank to be more 'open' about what information it makes available publicly, I thought I would (mix metaphors and) send up a trial balloon of sorts here on this blog, sharing one of the themes I am hoping to explore in my short talk, in the hope that doing so will make my presentation stronger and more relevant to the audience. If past experience is any guide, there will be no shortage of people who comment (below, on their own blogs, via email and Twitter) about where and how I've got things wrong.
Before I get to that, though, some background:
How do you keep computers in schools in working order? Basic technical maintenance is a perennial challenge for many schools in developing countries. The phenomenon of unused -- and unusable! -- computers in schools is all too well known to anyone who works in the field. While it is a bit of an exaggeration to label this a 'tragedy', few could argue that this isn't a very unfortunate situation -- especially given the high costs associated with acquiring and installing such equipment, to say nothing of the learning opportunities lost when students and teachers are unable to use expensive equipment that is already paid for.
What to do about this? I regularly encounter a number of common answers to this question.