5/3/17 1

Reaching Children and Children with Disabilities

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

5/3/17 2

Kosovo, Bosnia and

Herzegovina, Albania, Serbia

South Sudan

Egypt

South Africa

India

U.S.

U.K.

Where We Work

5/3/17 3

Interactive and multi-media storybook apps

5/3/17 4

5/3/17 5

5/3/17 6

5/3/17 7

• 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

5/3/17 8

5/3/17 9

Our Typical Module

Impact: Over 90% Reading Improvement

5/3/17 11

Key Partnerships

5/3/17 12

“How did that happen?”- Everyone

5/3/17 13

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

5/3/17 14

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.

5/3/17 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 Sleepoverwww.globalsleepover.com

Geeta Rajgraj@globalsleepover.com

5/3/17 16

APPENDIX

5/3/17 17

✓ 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

5/3/17 18

• 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

5/3/17 19

•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.

5/3/17 20

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

5/3/17 21

•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 of charging.

•Phone: 2 hours of text messaging for every 8 hours of charging.

• Also accept electric charge.

Solar Powered Devices

5/3/17 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.

5/3/17 23

Next Steps: Adapting for Arabic Speaking Children, Refugee Settings

5/3/17 24

The Global Sleepoverwww.globalsleepover.com

Geeta Rajgraj@globalsleepover.com

The American School of South Sudanhttp://www.theamericanschoolofsouthsudan.com/

Gilbert Francis and Sienna Dutkowskisdutkowski@americanschoolofsouthsudan.com

5/3/17 25

“How did that happen?”- Everyone

5/3/17 26

5/3/17 27

5/3/17 28

5/3/17 29

5/3/17 30

• 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:

5/3/17 31

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 online (42% versus 23% in 2013) (Oxfam)

•Children with disabilities respond to tablet interface.

5/3/17 32

5/3/17 33

“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

5/3/17 34

5/3/17 35

5/3/17 36

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

5/3/17 37

“We can work together!”- The Global Sleepover Team

5/3/17 38