An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia.
The Total Reading Approach for Children (TRAC) project was first implemented in Cambodia from 2013 to 2014 by World Education, Inc. (WEI) to improve early grade reading outcomes among Grade 1 and Grade 2 students. This was made possible through a grant from All Children Reading: A Grand Challenge fo...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | , , |
| Format: | book |
| Language: | English |
| Published: |
2018
|
| Subjects: | |
| Online Access: | https://hdl.handle.net/20.500.12381/319 |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1868890052575100928 |
|---|---|
| author | Seng, Krisna |
| author2 | Kheang, Thida Pegrum, Mark Oakley, Grace |
| author2_role | author author author |
| author_browse | Kheang, Thida Oakley, Grace Pegrum, Mark Seng, Krisna |
| author_facet | Seng, Krisna Kheang, Thida Pegrum, Mark Oakley, Grace |
| author_role | author |
| collection | Ceibal en REDI |
| dc.creator.none.fl_str_mv | Seng, Krisna Kheang, Thida Pegrum, Mark Oakley, Grace |
| dc.date.none.fl_str_mv | 2018-07-10T13:26:09Z 2018-07-10T13:26:09Z 2018 2020-10-28T19:25:33Z 2020-10-28T19:25:33Z 2021-09-07T18:02:25Z 2021-09-07T18:02:25Z |
| dc.format.none.fl_str_mv | 150p. |
| dc.identifier.none.fl_str_mv | Oakley, G., Pegrum, M., Khaeng, T., Seng, K. (2018). An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. Washington, DC: World Vision and Foundation for Information Technology Education and Development. https://hdl.handle.net/20.500.12381/319 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | World Vision, Inc. and Foundation for Information Technology Education and Development, Inc. |
| dc.rights.none.fl_str_mv | Acceso abierto info:eu-repo/semantics/openAccess Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) |
| dc.source.none.fl_str_mv | reponame:Ceibal en REDI instname:Fundación Ceibal instacron:Fundación Ceibal |
| dc.subject.none.fl_str_mv | Mobile learning M-learning Early literacy Reading Cambodia TRAC+ Aprendijzae móvil Alfabetización temprana Lectura Campoya Ciencias Sociales Ciencias de la Educación Alfabetización emergente Estrategias de aprendizaje Alfabetización |
| dc.title.none.fl_str_mv | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. |
| dc.type.none.fl_str_mv | Libro info:eu-repo/semantics/book Publicado info:eu-repo/semantics/publishedVersion |
| description | The Total Reading Approach for Children (TRAC) project was first implemented in Cambodia from 2013 to 2014 by World Education, Inc. (WEI) to improve early grade reading outcomes among Grade 1 and Grade 2 students. This was made possible through a grant from All Children Reading: A Grand Challenge for Development (ACR GCD). ACR GCD, which was launched in 2011 by the United States Agency for International Development (USAID), World Vision, and the Australian Government, is an ongoing series of competitions that leverages science and technology to source, test, and disseminate scalable solutions to improve the literacy skills of early grade learners in developing countries. End-of-project assessments of TRAC were encouraging: over 90% of performance indicators were successfully achieved. As a result, WEI was awarded follow-on funding by World Vision International – Cambodia to scale up TRAC. Called TRAC Plus (TRAC+), the scale up rolled out in 13 World Vision area development programs in five provinces in Cambodia in December 2014. In Year 1, TRAC+ ran in 170 schools, and continued to work in 138 of the 170 original target schools in Year 2. By the end of the project in September 2017, TRAC+ had directly reached about 20,000 students. This report presents the findings of an independent evaluation of TRAC+ conducted from February to September 2017 by Dr. Grace Oakley, Dr. Mark Pegrum, and Dr. Thida Kheang—all from the Graduate School of Education, The University of Western Australia—assisted by Cambodian researcher Mr. Krisna Seng. The primary focus of the evaluation was the m-learning component of TRAC+—the use of Aan Khmer, a game-based app developed with funding from ACR GCD to teach Khmer alphabetical principles, vocabulary, and fluency in low resource environments. The evaluation set out to answer the question, “How and to what extent does the integration of m-learning in TRAC+ enhance the literacy of early grade students?” The findings of this study contribute to the body of knowledge on the effectiveness, sustainability, and scalability of m-learning integrated into TRAC+ in the Cambodian primary school context. Equity and efficiency issues were also addressed. This evaluation was conducted under the Digital Learning for Development (DL4D) project of the Foundation for Information Technology Education and Development (FIT-ED) of the Philippines. As part of the Information Networks in Asia and Sub-Saharan Africa (INASSA) program of the International Development Research Centre (IDRC) of Canada and the Department for International Development (DFID) of the United Kingdom, DL4D aims to improve educational systems in developing countries in Asia through testing digital learning innovations and scaling proven ones. Funding for the evaluation was provided jointly by DL4D and ACR GCD. |
| eu_rights_str_mv | openAccess |
| format | book |
| id | anni_520fb0edd494cfa111c28bd4f29063fc |
| identifier_str_mv | Oakley, G., Pegrum, M., Khaeng, T., Seng, K. (2018). An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. Washington, DC: World Vision and Foundation for Information Technology Education and Development. |
| instacron_str | Fundación Ceibal |
| institution | Fundación Ceibal |
| instname_str | Fundación Ceibal |
| language | eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:redi.anii.org.uy:20.500.12381/319 |
| publishDate | 2018 |
| publishDateSort | 2018 |
| publisher.none.fl_str_mv | World Vision, Inc. and Foundation for Information Technology Education and Development, Inc. |
| reponame_str | Ceibal en REDI |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | Acceso abierto Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) |
| spelling | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia.Seng, KrisnaKheang, ThidaPegrum, MarkOakley, GraceMobile learningM-learningEarly literacyReadingCambodiaTRAC+Aprendijzae móvilAlfabetización tempranaLecturaCampoyaCiencias SocialesCiencias de la EducaciónAlfabetización emergenteEstrategias de aprendizajeAlfabetizaciónThe Total Reading Approach for Children (TRAC) project was first implemented in Cambodia from 2013 to 2014 by World Education, Inc. (WEI) to improve early grade reading outcomes among Grade 1 and Grade 2 students. This was made possible through a grant from All Children Reading: A Grand Challenge for Development (ACR GCD). ACR GCD, which was launched in 2011 by the United States Agency for International Development (USAID), World Vision, and the Australian Government, is an ongoing series of competitions that leverages science and technology to source, test, and disseminate scalable solutions to improve the literacy skills of early grade learners in developing countries. End-of-project assessments of TRAC were encouraging: over 90% of performance indicators were successfully achieved. As a result, WEI was awarded follow-on funding by World Vision International – Cambodia to scale up TRAC. Called TRAC Plus (TRAC+), the scale up rolled out in 13 World Vision area development programs in five provinces in Cambodia in December 2014. In Year 1, TRAC+ ran in 170 schools, and continued to work in 138 of the 170 original target schools in Year 2. By the end of the project in September 2017, TRAC+ had directly reached about 20,000 students. This report presents the findings of an independent evaluation of TRAC+ conducted from February to September 2017 by Dr. Grace Oakley, Dr. Mark Pegrum, and Dr. Thida Kheang—all from the Graduate School of Education, The University of Western Australia—assisted by Cambodian researcher Mr. Krisna Seng. The primary focus of the evaluation was the m-learning component of TRAC+—the use of Aan Khmer, a game-based app developed with funding from ACR GCD to teach Khmer alphabetical principles, vocabulary, and fluency in low resource environments. The evaluation set out to answer the question, “How and to what extent does the integration of m-learning in TRAC+ enhance the literacy of early grade students?” The findings of this study contribute to the body of knowledge on the effectiveness, sustainability, and scalability of m-learning integrated into TRAC+ in the Cambodian primary school context. Equity and efficiency issues were also addressed. This evaluation was conducted under the Digital Learning for Development (DL4D) project of the Foundation for Information Technology Education and Development (FIT-ED) of the Philippines. As part of the Information Networks in Asia and Sub-Saharan Africa (INASSA) program of the International Development Research Centre (IDRC) of Canada and the Department for International Development (DFID) of the United Kingdom, DL4D aims to improve educational systems in developing countries in Asia through testing digital learning innovations and scaling proven ones. Funding for the evaluation was provided jointly by DL4D and ACR GCD.This research was conducted under the Digital Learning for Development (DL4D) project of the Foundation for Information Technology Education and Development (FIT-ED) of the Philippines, jointly funded by the International Development Research Centre (IDRC) of Canada, the Department for International Development (DFID) of the United Kingdom, and All Children Reading: A Grand Challenge for Development (ACR GCD)—a partnership of United States Agency for International Development (USAID), World Vision, and the Australian Government.World Vision, Inc. and Foundation for Information Technology Education and Development, Inc.2018-07-10T13:26:09Z2020-10-28T19:25:33Z2021-09-07T18:02:25Z2018-07-10T13:26:09Z2020-10-28T19:25:33Z2021-09-07T18:02:25Z2018Libroinfo:eu-repo/semantics/bookPublicadoinfo:eu-repo/semantics/publishedVersion150p.Oakley, G., Pegrum, M., Khaeng, T., Seng, K. (2018). An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. Washington, DC: World Vision and Foundation for Information Technology Education and Development.https://hdl.handle.net/20.500.12381/319reponame:Ceibal en REDIinstname:Fundación Ceibalinstacron:Fundación CeibalengAcceso abiertoinfo:eu-repo/semantics/openAccessReconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND)oai:redi.anii.org.uy:20.500.12381/3192026-06-16T05:15:45Z |
| spellingShingle | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. Seng, Krisna Mobile learning M-learning Early literacy Reading Cambodia TRAC+ Aprendijzae móvil Alfabetización temprana Lectura Campoya Ciencias Sociales Ciencias de la Educación Alfabetización emergente Estrategias de aprendizaje Alfabetización |
| status_str | publishedVersion |
| title | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. |
| title_full | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. |
| title_fullStr | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. |
| title_full_unstemmed | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. |
| title_short | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. |
| title_sort | An evaluation of the integration of m-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing literacy of early grade students in Cambodia. |
| topic | Mobile learning M-learning Early literacy Reading Cambodia TRAC+ Aprendijzae móvil Alfabetización temprana Lectura Campoya Ciencias Sociales Ciencias de la Educación Alfabetización emergente Estrategias de aprendizaje Alfabetización |
| url | https://hdl.handle.net/20.500.12381/319 |