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This study shares on how the mobile storytelling can improve the literacy skills of underserved children's around the world. This research carries out for the reason because the unlimited love and caring for the underserved & underprivileged children's. Finally, this research will address how mobile storytelling can be used as a pedagogical strategy to improve literacy learning in the areas of reading and writing among under-served children's. A great deal of effort has also been devoted to understanding how mobile technologies relate to both traditional and innovative ways of teaching and learning, showing the applicability of mobile learning across a wide spectrum of activity (Naismith et al., 2004; Kukulska-Hulme & Traxler, 2007) as well as highlighting the most important emerging issues (Sharples, 2006). Accoding to reamers' research, children of different social backgrounds do not have equal opportunities to learn and reap its benefits (Reimers, 2000). Many are still denied their right to an education and find themselves unable to break from the cycle of poverty. Inequality is particularly acute for indigenous populations. Wherever they live, many indigenous people are among the poorest of the poor in that country (Psacharopoulos and Patrinos 1994; Tomei 2005; Hall & Patrinos, 2006). (Hall & Patrinos, 2005, p.11-12). mention that "Poor and indigenous children often attend the worst schools, are served by the least educated teachers, have the least amount of didactic resources, and are more likely to arrive to school hungry and ill". Furthermore Hall carries out a survey and concludes that in Mexico, Bolivia, Ecuador, Guatemala, and Peru indigenous schools have the maximum rate of failure rate, poor scores, lowest knowledge in reading and counting. (Hall & Patrinos, 2005). (McEwan & Trowbridge 2007) identified that there are three main reasons for indigenous poor performance which is uneducated parenting system, inexperienced instructional materials and usage of proper language. Thus this research will give a better solution for this underserved children's by providing them a mobile storytelling. It's a suitable instrument to easily improve literacy skills. As well as update the underserved children's with most portable technology; mobile technology.
The objective of this research is to:-
To improve the literacy skills of underserved children using mobile technology
To enhance the method of teaching for underserved children using digital storytelling
The effectiveness and efficiency literacy of mobile storytelling for the underserved children
To achieve the objectives of study, research questions were questions were designed as follow:
RQ1. How storytelling can enhance and improve underserved children literacy
RQ2. How effective and efficient the mobile technology for underserved children
RQ3. How mobile technology can replace traditional method of teaching for under-served children
The potential of mobile learning technology
Today, it is possible for everybody with a mobile phone and internet access to share stories of everyday life experiences with each other (Klastrup 2008). Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. (Kukulska-Hulme & Lesley, 2007).The importance reflects at least two aspects: the number of users and the variety of usage. Mobile learning devices have a higher potential to reach a large impact due to their mobility, cheapness, and multiple features (Roschelle, 2003). There are several of research mentions about the progress of mobile learning researchers and practitioners alike (Naismith et al., 2004; Kukulska-Hulme & Traxler, 2005; Naismith & Corlett, 2006; Faux et al., 2006; Sharples, 2006). Often, the informal aspects of m-learning are also emphasized (Kukulska-Hulme et al., 2009).The fast growing advancements in information and communication technology (ICT) have made this rapid success to the technology. (Pea & Maldonado, 2006).
..The mobile technology, while essential, is only one of the different types of technology and interaction employed. The learning experiences cross spatial, temporal and/or conceptual borders and involve interactions with fixed technologies as well as mobile devices. Weaving the interactions with mobile technology into the fabric of pedagogical interaction that develops around them becomes the focus of attention.
(Kukulska-Hulme et al., 2009: 20)
Opportunities with mobile storytelling
The Times Magazine and New York Times has been reported that the top ten selling novels in Japan January 2008 are keitai shosetsu called as "cell phone novels", Mobile story sharing application (Day, Lara 2008).This examples shows the opportunities for the mobile contents. The most innovation example of this mobile learning are connecting to worldwide anytime, any ware you are and encourage the learning from out of the wall. Students easily can expose to wide learning experience. As (Carly Shuler, Ed.M.2009) said in his research that mobile technology brings the real world in to the classroom, and brings the classroom into the real world. The research done by several researchers, (Kukulska-Hulme 2009; Stein. J 2009) proved that there are golden opportunities by using mobile learning other then mobile learning allows learners to construct their own learning thus the engagement and enjoyment by using mobile also huge.
Mobile storytelling and Literacy Development
The huge improvement in mobile technologies has opened up the possible door for literacy development (Joseph & Uther, 2006). Using storytelling in the classroom is one way to address literacy development by improving oral language, reading comprehension, and writing. Because of the interrelated nature of the processes involved in reading and writing, storytelling is an effective pedagogical strategy that can be woven into instruction to increase children's competencies in all areas. From the moment the children enter kindergarten until the last day of the high school, children been monitored and assessed on their reading and writing ability. Literacy is an important issue for everyone because our success as a society depends on the innovation of the next generation. In recent years, there have been several researches and projects using mobile technologies for language learning and literacy development (Brown, 2001; Cabrere, 2002; Chinnery, 2006; Joseph, Brinsted, & Suthers, 2005; Kadyte, 2003; Kiernan & Aizawa, 2004; Levy & Kennedy, 2005) took place. This developments shows a very clear point that mobile storytelling have maximum potential to improve the development of literacy in language learning.
The aims of this paper were reflect on how mobile storytelling has been used to develop the literacy skills. By looking at examples across different disciplines, we can notice the benefits being derived from use of mobile technologies whether these are applicable to language learning.