A Cross-Market Taxonomy for ICT-in-Education Projects
Udai Singh Pawar, Kentaro Toyama · 2007
In recent years, there has been increasing effort in bringing computers to children‟s education in poor communities. After a series of site visits and literature review, we have proposed a taxonomy for computers-for-education projects that classifies them along two axes: learning goals and degree of adult supervision. Adult supervision can range from none at all (e.g., the “Hole in the Wall” project) to very controlled supervision (typical in many schools). In terms of learning goals, some computer classrooms are meant to teach the basics of computer usage and computer literacy (e.g., the first phase of the Akshaya project in Kerala); others provide supplementary material for augmenting the traditional school curriculum (e.g., CDs created by the Azim Premji Foundation); and yet others follow constructionist principles of learning that foster a mixed set of less tangible benefits such as self-confidence, empowerment, and problem solving ability (e.g., the Computer Clubhouse by MIT and Intel). In comparing these computers-for-education projects across countries, our belief is that a straightforward application of developed-world learnings is not necessarily suitable for India, due to a variety of reasons. We can use the taxonomy mentioned above to gain added insight in understanding this problem. To begin with, learning goals can differ vastly across countries and even across demographics within a country. For instance, the needs and motivations of a school dropout in an inner city in America, are different from that of a school dropout in an Indian village, and this must reflect in their respective learning goals. Looking at the other axis, adult supervision is dependent on the availability of teachers. There is a severe shortage of qualified, willing teachers in rural India, and even among them, not many may have the skills required to effectively integrate ICT in their schools. The technological implications of all these factors should be understood and kept in mind while designing projects and education initiatives.