Mary

For mothers with limited resources, digital learning for children may come at the cost of their own digital time, data, and personal use. 

How She Uses the Phone 

Mary is a 24-year-old woman living in a semi-rural area in Kwale. She is separated from her partner and raises her young son on her own. He has recently started primary school. To support the household, Mary sells homemade snacks and drinks — mandazi, porridge, and fruit juice — within her neighbourhood. Her work is informal and depends on staying reachable to customers who place small orders or call to check what is available. She owns a second-hand smartphone, which she uses carefully, aware that it has to serve both her work and her son’s needs.

As her son began school, Mary’s phone took on a new role. Beyond staying in touch with customers, it became a learning tool at home. When her son struggles with lessons, Mary searches for short videos that explain concepts like counting, addition, or shapes in simple ways.

“When the teacher explains it once, he forgets, but when he sees it, he remembers better.” She often plays these videos in the evenings after work, sitting with him and watching together.

Managing phone use has become a careful balance. Before her son started school, Mary used her phone mostly to relax after a long day, scrolling through TikTok videos or watching short clips to unwind. Now, much of her data and battery is used up by her son’s education related videos. ​“Sometimes I want to watch something for myself,” she says, ​“but I tell myself the data bundles are for him first.” She plans her data purchases around his needs, knowing that she cannot afford to top up frequently.

Mary is part of several WhatsApp groups connected to her son’s schooling. One group includes parents from his class, where teachers or parents share reminders, homework instructions, and school updates. Another group includes local mothers who exchange advice on helping children study, managing school routines, and balancing work with parenting. Mary doesn’t post often, but she reads carefully and saves messages she knows she will need later.

During the day, when Mary is busy working, her son often waits at a neighbour’s house - a young primary school teacher who lives nearby. The neighbour returns home after school in the afternoons and lets him watch educational videos, learning songs, and short lessons on her phone. Mary trusts her deeply and sees this arrangement as an extension of her son’s schooling rather than just childcare. ​“She knows what they are teaching in school,” Mary says. ​“She helps him learn in a way that is not boring.”

Her Ecosystem of Learning and Facilitation 

Mary’s learning does not happen alone. Her closest digital guide is her neighbour, who understands both the school curriculum and how to find child-friendly content online. When Mary mentions that her son is struggling with a topic, the neighbour often sends her links to videos, learning apps, or Facebook pages that explain the same lesson using games, stories, or animations.

Mary learns steadily, repeating the same steps until she feels confident enough to do them on her own. ​“She tells me, ​‘Try this one, he will like it,’” Mary says. ​“And most times, he really does.”

Through this relationship, Mary has become more intentional about how she uses her phone. She plans her data around her son’s schoolwork and relies on trusted recommendations instead of searching endlessly. While she still worries about bundles running out and the phone slowing down, she feels more confident knowing she has someone nearby who can guide her when needed.