Bridgeit is an ICT initiative (specifically mEducation), which aims to, increase the quality of education specifically mathematics, science, and life skills in primary school though the use of mobile phones and television. Teachers are provided with access to a digital catalogue of short educational videos. They are also provided with a Nokia mobile phone, which they use to download these videos (via a server). The mobile phone is connected to a television in the classroom, so that the videos can be broadcasted for the class to view. Additionally, the videos come with interactive lesson plans for the teachers to follow, which address key concepts/ideas that the video introduces (erumi). Some of the schools were focused on just mathematics and science, while others were focused on mathematics, science, and life skills.
What is interesting to note about this project is that the education aspect of it does not focus on the mobile phone like those in the past; the mobile phone is just the medium in which the educational video is downloaded through. The main aspect of technology here is the television where the students watch the educational video.
Another interesting part of this program is that its implementers worked in collaboration with the Tanzanian government, as well as community organizations. By involving respected community members in the research process of the initiative, this project adhered to the human centered design toolkit’s phase “hear.” Additionally, because of government involvement this is a more dynamic approach to the legitimate implementation and sustainability ICT’s in Tanzania’s education sector, which was a main goal of their ICT policy.
An Evaluation was done for the first year. Overall, test scores of students in BridgeIT and BridgeIT + Life Skills in both math and science increased. Some other results that came back from the attitude questionnaires indicated that teachers received a lot of support from various outlets. Although the above results came back positive, there also were negative results: the teachers had decreased satisfaction with their jobs, and the students initially thought the video content was boring. But when students became more accustomed to the video learning, they found that the videos increased their understanding of math and science (Enge &Kjell).
Although I believe a proper evaluation was conducted, it did not mention anything about infrastructure in terms of electricity with this program (main problem in Tanzania), which was a main component of it. Additionally, it did not mention anything about what happened when the mobile phones were broken, or if there was a problem with theft.