Multi-Media Storytelling. Reading and Writing. Global Competencies. - - PowerPoint PPT Presentation

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Reaching Children and Children with Disabilities

Multi-Media Storytelling. Reading and Writing. Global Competencies.

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Kosovo, Bosnia and Herzegovina, Albania, Serbia South Sudan Egypt South Africa India U.S. U.K.

Where We Work

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Interactive and multi-media storybook apps

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• The Three E’s: Education,

Entertainment, Engagement

• Highly Tested: India, Kosovo,

Ireland, England, US, UK, South Africa, South Sudan with over 1000 children, librarians, parents and teachers.

• Tested for: impact, usability,

functionality, creative appeal, user engagement, retention.

• Available in: Arabic,

Spanish, French, all Balkan languages

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Our Typical Module

Impact: Over 90% Reading Improvement

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Key Partnerships

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“How did that happen?”- Everyone

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Global Sleepover

Libraries, Schools, Literacy Organizations Educators Curriculum Development and Research Creative and Technical Developers Executive Leadership Board of Advisors

Editor-In-Chief, Nat Geo Traveler
 Senior Execs, Scholastic (several)
 Former U.S. Ambassador and Senior Diplomats (several)

Team

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Innovation and International Development

• Sound international development programming principles.
• Community buy-in and access.
• Infrastructure, electricity, downloads.
• Monitoring, measuring and assessing for sustainability and

highest impact.

• Operability, hardware and software.

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15 “The iPad is a game-changer because it's affordable and accessible. It really opens doors.”

• Leslie Schect, the Director of

Technology for New York City's Department of Education,

• NPR June 11, 2014

The Global Sleepover www.globalsleepover.com Geeta Raj graj@globalsleepover.com

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APPENDIX

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✓ Hybrid high/low approach critical. ✓ Learning delivered & monitored through tech but accompanied by print & traditional learning methods. ✓Multi-media: Feature phone mobile text messaging, tablets and videos. Solar-powered devices.

Literacy Storytelling Program (in English and Juba Arabic) at the American School of South Sudan in Juba

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• South Sudan second lowest level of primary school enrollment.
• 27% of the population of South Sudan is literate.
• The American School of South Sudan operated before

and after the 2013 crisis.

• 50 children and 2-3 teachers (including admin).
• Teachers scarce; qualified teachers even more so.
• Few educational materials and no spaces designated for

schools.

• Students have little exposure - comprehension is poor.
• Transportation difficult.

Situation

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• Power sporadic and, when available, only

available at night.

• Community space in an urban area functioning

as a school has generator capabilities for 4 hours per day on good days.

• 3G is available, not reliable.
• Broadband and internet is prohibitively

expensive.

• Hand-cranked radios and solar devices are in

use.

Importance of Blended Learning

• Text messaging on mobile phones is commonplace.
• Recharging phones doesn’t require power- local shops running generators charge

phones on a pay per charge basis.

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Text Messaging Makes Solution Truly Interactive. Critical for Teacher Participation, Learning and Monitoring

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• Lightweight solar portable pack: Solar panel fold-up,

4-8 inches wide DVD player, computer pack.

• Run off 9 volt battery.
• One backpack costs $60.
• Phones $50.
• DVD player $60-$150 (one per grade level or

teacher).

• DVD player: 2.5 hours of playback for every 8 hours
• f charging.
• Phone: 2 hours of text messaging for every 8 hours of

charging.

• Also accept electric charge.

Solar Powered Devices

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22 Remedies

• Solar-powered devices are not the solution, they are a tool.
• We don’t want to just be purchasing devices.
• Sending our team members to work with students and teachers. This lends towards

implementation and M&E.

• Teacher training through text messaging and video since our teachers may not be

able to come to work.

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23 Next Steps: Adapting for Arabic Speaking Children, Refugee Settings

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The Global Sleepover www.globalsleepover.com Geeta Raj graj@globalsleepover.com The American School of South Sudan http://www.theamericanschoolofsouthsudan.com/ Gilbert Francis and Sienna Dutkowski sdutkowski@americanschoolofsouthsudan.com

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“How did that happen?”- Everyone

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• Majority of deaf learners in South Africa leaving school with reading and writing

ability of a 9-year old. (Deaf Federation of South Africa)

• 48% of deaf children in the UK are poor readers according to a 2014 report by City

University London.

• 75% of deaf children in US graduating high school reading at 4th grade level or below.

(CUNY Report)

Problem:

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Opportunity:

• Writing and reading literacy is in a spoken,

not sign, language.

• Multi-media design allows for bilingual

learning.

• Twice as many children using a tablet to go
• nline (42% versus 23% in 2013) (Oxfam)
• Children with disabilities respond to tablet

interface.

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“I have a feeling they had no idea….The iPad is a game-changer because it's affordable and accessible. It really opens doors.”

• Leslie Schect, the Director of Technology for New York City's Department of

Education, NPR June 11, 2014

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Innovation and International Development

• Sound international development programming principles.
• Community buy-in and access.
• Infrastructure, electricity, downloads.
• Monitoring, measuring and assessing for sustainability and

highest impact.

• Necessary risks in funding: unavoidable operability,

hardware and software issues

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“We can work together!”

• The Global Sleepover Team

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