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The analysis underscores the need for human interaction, context-sensitive implementation, and longer-term evidence on sustainability and impact.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are mobile phones used to support teachers in Kakuma and similar contexts?","Question",{"text":63,"@type":64},"Mobile phones enable teachers to connect around educational practices, consult peers, exchange resources, discuss professional development, and share experiences through planned or spontaneous groups.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is technology considered insufficient on its own for education support?",{"text":68,"@type":64},"Technology is not a cure-all and works best when paired with human interaction and appropriate technology training for beneficiaries.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges affect evidence and long-term sustainability of ICT education initiatives?",{"text":72,"@type":64},"Many initiatives are pilot or implemented for too short a period to assess long-term impact, and rapid technological change can make earlier approaches obsolete.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599910,1792166498,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nTeachers College, Columbia University  \nMakala Skinner  \nTeachers College, Columbia University  \nSophia Collas  \nTeachers College, Columbia University  \nSarah French  \nTeachers College, Columbia University  \nIntroduction  \nGovernmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016) . This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016) .  \nMobile phones have been singled out as a particularly useful device for communication due to their ubiquity, with the number of people in Africa, for example, with access to mobile phones far outstripping those with access to computers (Burns, 2011; Carlson, 2013; Dryden-Peterson, Dahya, and Douhaibi, 2017; UNESCO, 2012) . In addition to the high cell phone penetration in the region, mobile phones offer other advantages as well. They are relatively low-cost and easy to recharge in many contexts, making them more scalable (Carlson, 2013; Power, 2012) .  \nOne way in which mobile phones are being utilized is for teachers to use phones to connect with one another around educational practices (Dahya and Dryden-Peterson, 2016; Pouezevara and Khan, 2007; UNESCO, 2012) . In some cases, teachers have spontaneously created Facebook and WhatsApp groups to discuss teaching challenges (Dryden-Peterson, Dahya, and Douhaibi, 2017); in other cases, digital connections have been planned into knowledge-sharing spaces as part of educational initiatives (Burns, 2011; Pouezevara and Khan, 2007) . Through their phones, teachers have consulted eachother, exchanged resources, discussed professional development, brainstormed solutions to challenges they may be facing, and shared experiences (Burns, 2011; Dryden-Peterson, Dahya, and Douhaibi, 2017; Dahya, 2016; Pouezevara and Khan, 2007) . Connectivity can also be a conduit to social support for educators who have a peer network through which they can seek support for their roles and responsibilities in challenging circumstances (UNESCO, 2012) .  \nWhile technology may be a powerful and useful tool, it is not a cure to all that ails education (UNESCO, 2012; Dahya and Dryden-Peterson, 2016) and it is best utilized when paired with human interaction (Carlson, 2013; Dahya, 2016) . Models that coupled technology with some form of in-person component and prioritized appropriate technology training for beneficiaries saw better results than those that did not (Carlson, 2013; Dahya, 2016; Winthrop and Smith, 2012). How technology can be used effectively to achieve educational aims and to support teacher professional development may be different across contexts, making it imperative to listen to local stakeholders and seek their guidance in adapting technology and educational content app","cbCaim3atXfF8tir","https://ap.wps.com/l/cbCaim3atXfF8tir","pdf",244785,15,"English","# Introduction\n## Technology and teacher support in crisis contexts\n## Mobile phones for communication and community\n## Benefits and limitations of ICT interventions\n## Kakuma Refugee Camp context","[{\"question\":\"How are mobile phones used to support teachers in Kakuma and similar contexts?\",\"answer\":\"Mobile phones enable teachers to connect around educational practices, consult peers, exchange resources, discuss professional development, and share experiences through planned or spontaneous groups.\"},{\"question\":\"Why is technology considered insufficient on its own for education support?\",\"answer\":\"Technology is not a cure-all and works best when paired with human interaction and appropriate technology training for beneficiaries.\"},{\"question\":\"What challenges affect evidence and long-term sustainability of ICT education initiatives?\",\"answer\":\" Many initiatives are pilot or implemented for too short a period to assess long-term impact, and rapid technological change can make earlier approaches obsolete.\"}]","Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp - Benefits and Challenges | PDF",1792089671,38]