ABSTRACT
The cell phone’s ubiquity in developing countries has made it widely hyped as a highly appropriate e-learning device in these regions. It is relatively affordable, can run without constant access to reliable electricity, and can be used by low-income populations who do not possess high levels of literacy or schooling. However, according to the World Bank, “there are still precious few widespread examples of the use of [mobile] phones for education purposes inside or outside of classrooms in developing countries that have been well documented, and fewer still that have been evaluated with any sort of rigor” (2009).
