Abstract
Neglect of children’s holistic development between the ages of 0 - 7 may have serious consequences on society, particularly in post-conflict and/or developing countries. Based on our previous study and analysis of available literature, we utilized an M-Learning technology called LIVES (Learning through Interactive Voice Educational System) and designed a curriculum utilizing modern theories of multi-dimensional child development. The curriculum was implemented for 54 Afghan families. A pre- and post-multiple choice test was used to assess and compare knowledge of participants. Evaluation questionnaires and individual interviews were conducted to assess satisfaction levels with the program. Results demonstrated that LIVES was a suitable technology for this type of curriculum development and delivery. Curriculum on this subject was highly praised by participants and improved their knowledge significantly (p > 0.05). As an asynchronous education tool, LIVES is highly effective and less costly for mass education, particularly for those who are challenged by illiteracy and those populations isolated by geography or cultural relations, such as young mothers (girls in early marriages), and women in a male dominated society.
Highlights
Child development is one of the most important issues across the globe (Arnold, 2004)
Our results demonstrated that LIVES, as an innovative technology, is capable of crossing literacy barriers and delivering knowledge to all those in need
With respect to the recommendations received by instructors, indicated shortfalls were mainly due to the fact that the servers broadcasting the learning materials was located in the United States and the program was delivered long-distance
Summary
Child development is one of the most important issues across the globe (Arnold, 2004). Our objectives were threefold: 1) To identify an innovative technology capable of crossing literacy barriers and delivering the knowledge to all those in need. Technological advances such as M-learning (education via mobile phones) have provided new opportunities for the delivery of informal as well as formal education, with all the key characteristics of a curriculum still intact. The call is originated by the system, as a way to entice the student to receive the lesson, and because in most countries cell phone users do not pay for incoming calls. This means that aside from acquiring a basic cell phone, the students will not incur any additional costs to access the system
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