Challenges and issues integrating smartphones into teacher support programs in India

Abstract

Current ICTD best practices call on practitioner organizations that deploy technology interventions with marginalized communities to commit to long-term engagements and provide continuous support. This paper describes a qualitative study that examines the challenges and issues that arise for organizations that have tried to answer this call: a set of education-focused non-profit organizations in India that have invested heavily in building long-term relationships with low-income schools and that are deeply committed to providing ongoing support, both in-person and via technology. Interviews and observations with 71 participants (51 from eight organizations, and 15 teachers and five principals from 12 schools) reveal (1) the challenges and issues that arise as organizations integrate smartphones into teacher support programs, and (2) the strategies that teachers and organizations use to ease smartphone adoption in teacher support programs. Our findings uncover the effects of organizations' smartphone-oriented support programs on teachers' workloads, efficacy, and stress, and highlight opportunities for organizations to improve their programs and support structures.