The common myth that mobile learning cannot propel in a rural setting is null and void. The influx of modern ICTs like mobile technologies can revolutionize information access among the less privileged in many African communities. Using the Actor-Network Theory as a methodological tool, the chapter explores opportunities of increasing knowledge access through mobiles, by understanding the networks involved in farmer's mobile learning practice, with reference to Uganda. The chapter reveals that mobile technologies offer affordable individual and group learning opportunities to smallholder farmers. Learning is a socially constructed activity, where farmers with access to ICTs like mobile phones share knowledge among those with no access. Through a socio-technical discussion, technological initiatives ought to be pro-people where farmers' needs are key considerations in the mLearning actor-network. For sustainable impacts, all actors need to work collaboratively, negotiate different realities, and appreciate the local challenges within which mobile technologies can support learning.
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Information and Communication Technologies (ICTs) have great potential to facilitate growth and development in many developing regions (Heeks, 2008; World Bank, 2016). While the contribution of ICTs has been noticeable in ICTD research, there has been a remarkable breakthrough regarding the rise and use of mobile communication technologies (Castells, Fernandez-Ardevol, Qiu, & Sey, 2009; Svensson & Wamala, 2012). This has given rise to new research fields like Mobile for Development (M4D) (Svensson & Wamala, 2012). M4D falls within the broader ICTD research, whose origin emanates from mobile phone usage that offers a range of possibilities to empower and transform people in developing regions. The influx of modern technologies has revolutionized information, making it possible to avail knowledge and awareness to the end-users (Oladele, 2011). Modern ICTs, like mobile technologies, offer solutions to developing regions like Sub-Saharan Africa since such technologies require less infrastructure investments and are equally available in many African communities (Duncombe, 2011; Oluwatobi & Olurinola, 2015; Traxler, 2018). These new technologies have been considered a chance for Africa to blend into the world of better economic activities and social wellbeing (Alzouma, 2005). There is considerable emphasis on personal media as opposed to mass media given the vantage that lies in its portability and low cost. In personal media, the individual has access to educational content any time anywhere, which aids learning processes (Ekanayake & Wishart, 2014; Garcia-Cabot, de-Marcos, & Garcia-Lopez, 2015; Elsafi, 2018). What matters is not the nature of technology and how sophisticated it may be, for as long as that technology is simple, cheaper, and reliable. Mobile Learning (mLearning) to support farmer’s livelihoods fit this overall view of more affordable and reliable technological solutions. Correspondingly, instead of introducing new ICTs to address citizens’ challenges in developing regions where the cost of ICT installations has been a challenge, using mobile technologies communities possess can support learning for better livelihoods (Young, 2009; World Bank, 2016).
Currently, several Mobiles for Development (M4D) initiatives in Africa integrate mobile technologies to support the continent towards its development drive path. For instance, Mobile Alliance for Maternal Action (MAMA), a public-private partnership initiative in South Africa helps single mothers, pregnant mothers, and HIV infected women to receive mobile text messages as reminders about their medication requirements (Mobile Alliance for Maternal Action, 2014). Eneza Education in Kenya delivers instruction materials to engage school-going children in remote communities to read textbooks from mobile phones (Eneza Education, 2019). Praekelt Foundation uses mobile technologies to extend essential information on relationships, sex education, and HIV/AIDS to curb the spread of the virus (Praekelt Foundation, 2017). Several of such similar initiatives have been evident in many developing regions like Rwanda, Tanzania, Ghana, Nigeria, and elsewhere (Oluwatobi & Olurinola, 2015). In Uganda, with a need to bridge the digital divide where most mobile learning efforts concentrate on formal education systems, many learning initiatives are now targeting communities like smallholder farmers. For instance, the Lifelong learning project sends text messages to rural farmers to educate them about improved farming methods, good marketing strategies, and financial management (Atieno, 2013). The USAID Community Connector project through an integrated approach uses mobile phones to support agricultural productivity, health initiatives, and food security (USAID, 2014). The Grameen CKW project (which is the focus of the study) employs android phones to send actionable information about new farming methods, weather updates, and market updates to farmers in rural Uganda (Grameen Foundation, 2015). In all these projects, the central component is the mobile phone which is accessible to most communities.