Socioeconomic strata, mobile technology, and education: a comparative analysis
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 socioeconomic
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.
Another must read article from Dr. Kim focusing on Mexico immigrant children.
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