Over the past 15 years, tremendous strides have been made in providing computing equipment and Internet access to schools around the world. Despite this, however, many teachers and students – especially those in rural communities in middle and low-income countries (and occasionally in OECD countries as well) remain largely un-connected.
In response, and as a (presumably, or at least hopefully) temporary stop-gap measure, scores of countries have piloted and championed the use of ‘mobile internet computing facilities’ of various sorts as a way to provide access for learners in remote communities to digital teaching and learning resources through the use of things like ‘internet buses’. For some students, ‘mobile learning’ takes place not with the aid of a smart phone, but rather through monthly visits of Internet-connected buses filled with computers. From Big Blue in Zimbabwe to the Google Internet Bus in India to similar sorts of efforts in countries as diverse as Tunisia, Pakistan, Rwanda, Mauritius, the Philippines, Malaysia, the United States, Canada, Mexico and China, technology-rich portable classrooms on wheels of various sorts are in use – and many more are being considered and planned.
Most efforts of these sorts seem to have been conceptualized and implemented in a vacuum, not informed by related experiences in other places. Even where such efforts help meet objectives that are (if we are honest) more related to politics and public relations than they are to learning, what guidance should the people in charge of such efforts consider in order to get the most out of related investments?
Might there be some related lessons and insights drawn from experience in operating mobile computing learning classrooms that can inform ongoing investments in other areas (school transportation, distance learning, school computer labs, rural Internet access)?