Drawing on ideas from the sustainable livelihoods approach to poverty reduction and the concept of technology appropriation, this article discusses findings from a mixed methods study exploring mobile phone use in Ghana. The results suggest that most respondents value their phone for the connectivity it affords with a variety of personal and professional contacts. In this sense, the mobile phone is not an overt means of poverty reduction for respondents but an integral part of their lives, in which it serves multiple functions. The study contributes empirical data to the emerging body of research on mobile phone communication in African countries. 

This paper presents the results of a research project on the use of computers and mobile phones by Hispanic day laborers at Casa Latina, a non-profit organization in Seattle, Washington. Drawing from over 100 interviews, participatory observations and a focus group, we found that information and communication technologies (ICT) help immigrant day laborers to remain connected with their families and their employers. Mobile phones complement but do not replace the use of computers: mobile phones are used primarily to obtain jobs, while computers and the Internet are used mostly to communicate with family and friends. The results of this study offer new insight regarding the way day laborers use ICT to facilitate their navigation and integration into society as immigrants with precarious existences in the US. This study can also inform programs to help provide better support services and training that can effectively meet the needs of these extremely underserved populations.

For mobile learning, the future is now. The capacity of mobile devices has unleashed the creativity of educators and untethered learning from the traditional use of lecture theatres and classrooms. Many teachers are excited about the idea of mobile learning, but do not know what it means, or what teachers and students do when they are engaged in mobile learning. This article paints true-life pictures of mobile learning as a muse to further inspiration and aspiration.

It is a beautiful, sunny day at the Gold Coast Aquatic Centre and the Australian National Synchronised Swimming Team are training hard for the upcoming London Olympics. One of the swimmers does not know that her wind-down does not match the others’ and another athlete does not realise that she has not reached the height of the other swimmers. The coach picks up her 2012-release iPad and films the team. She calls them to the side of the pool and shows the video. Through immediate and specific, visual feedback, the athletes see their errors and comment on their corrections. The coach points out other features of the recorded performance and then sends them back into the pool to do it again. This time, they get it right. The swimmers have just engaged in mobile learning. The recording and instant playback affords them learning opportunities that were not previously possible.

This article presents a case of the gender digital divide in the use of mobile phones in a small community of Latino immigrant farm workers in Southeast Ohio in the US. Contrary to the findings of previous studies that rural women around the world are using information and communi- cation technologies (ICTs) for empowerment, this research reveals that immigration status interacts with gender and class identities such that Latina immigrant women who work in horticulture nurseries face limits of access, use, and distribution of knowledge for their own purposes and needs. The findings suggest that mobile phones are not inherently empowering to women, and under specific circumstances such as un- documented migration, they can serve as a device that strengthens hier- archical power relations between women and men.


Gender digital divide, immigrant women, communication and devel 

Objective: The last decade has seen the introduction of new technology which has transformed many aspects of our culture, commerce, communication and education. This study examined how medical teachers and learners are using mobile computing devices such as the iPhone in medical education and practice, and how they envision them being used in the future.

Design: Semistructured interviews were conducted with medical students, residents and faculty to examine participantsattitudes about the current and future use of mobile computing devices in medical education and practice. A thematic approach was used to summarise ideas and concepts expressed, and to develop an online survey. A mixed methods approach was used to integrate qualitative and quantitative findings.

Setting and participants: Medical students, residents and faculty at a large Canadian medical school in 2011.
Results: Interviews were conducted with 18 participants (10 students, 7 residents and 1 faculty member). Only 213 participants responded to the online survey (76 students, 65 residents and 41 faculty members). Over 85% of participants reported using a mobile-computing device. The main uses described for mobile devices related to information management, communication and time management. Advantages identified were portability, flexibility, access to multime 

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