The Use of Mobile Phones to Enhance Inclusive and Equitable Education for All. A Case of Disabled Youths in Bamenda, Cameroon

dc.contributor.author Bih, Fon Louisa
dc.coverage.placeName Cameroon
dc.coverage.spatial Africa
dc.date.accessioned 2022-08-17T12:07:59Z
dc.date.available 2022-08-17T12:07:59Z
dc.date.issued 2022-09
dc.description.abstract PCF10 Sub-theme: Promoting Equity and Inclusion // This paper investigates how physically disabled youths in the town of Bamenda, the capital city of the North West Region of Cameroon are able to fit in the Sustainable Development Goal 4 especially with technological advancement. The Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The emergence of technology has been an asset to learning in the 21st Century. This research seeks to understand how the physically disabled youths benefit in this wave of technology as concerns their education enhancement. We set off with the following questions. How can phones be used by disabled youths such as the blind and deaf? How can phones help the education of physical disabled youths? Proposed answers to the above stated questions were; Mobile phones are wired with apps and settings which help people living with disability. Through mobile phones, physically disabled youths can access learning materials on the internet and through voice notes. The main theoretical resource for this study is Technological Mediation Theory by Verbeek. Purposeful samplings of 30 physically disabled youths in the city of Bamenda were our focus. Interviews and observation were the means through which data was obtained. Results have it that, among the disabled, the deaf are very active of phones and social media with video aids and the possibility of writing. While the blind have audio setting on their phones, which help them get most information they want. Their trainers as well learn quite well on how to accommodate them and carry them along their respective training. // fPaper ID 5499
dc.identifier.doi https://doi.org/10.56059/pcf10.5499
dc.identifier.uri http://hdl.handle.net/11599/4266
dc.language.iso en
dc.publisher Commonwealth of Learning (COL)
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/
dc.subject Mobile Learning (mLearning)
dc.subject Inclusive Education
dc.subject Equity
dc.subject Persons with Disabilities (PWD)
dc.subject Accessibility
dc.subject Assistive Technologies
dc.subject Inclusion
dc.title The Use of Mobile Phones to Enhance Inclusive and Equitable Education for All. A Case of Disabled Youths in Bamenda, Cameroon
dc.type Working Paper
dspace.entity.type
Files
Original bundle
Now showing 1 - 1 of 1
Name:
PCF10_Paper_5499.pdf
Size:
125.8 KB
Format:
Adobe Portable Document Format
Description:
PDF
License bundle
Now showing 1 - 1 of 1
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description: