School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

在资源匮乏的情况下，由于教师罢工或政治动荡而导致学校停课，可能会对孩子的教育成果和职业机会产生不利影响。基于电话的教育技术可以帮助弥补正规教育中的这些差距，但是目前尚不清楚儿童及其家庭在中断期间是否或如何使用此类系统。我们研究了在撒哈拉以南非洲地区部署的两种移动学习技术：基于文本消息的应用程序，其课程和测验遵循肯尼亚的国家课程（N = 130万），以及基于语音的平台来支持科特早期的扫盲d'Ivoire（N = 236）。我们通过系统日志数据并与家人进行访谈，探讨他们在突发事件期间学习动机和学习方法的变化，并考察每种情况下学校意外关闭的使用情况和信念。