Unconnected Classroom

While much of the rhetoric (and rationale) for using ICTs to benefit education has focused on ICTs' potential for bringing about changes in the teaching-learning paradigm, in practice, ICTs are most often used in education in LDCs to support existing teaching and learning practices with new (and, it should be noted, often quite expensive!) tools.

The degree to which a child is exposed to technology is limited only by the resources available, teacher training, technical support and available time to deliver activities.

"There are some very exciting uses of, say, digital video generated by students and interactive whiteboards are extremely popular with teachers and students," she says. "But it's only done by a few people because it needs someone confident to introduce it. There are things that, done well, can connect classes and expand the curriculum, but if not done well won't encourage the children and money can be better spent (elsewhere)." Scientist and author Dr Karl Kruszelnicki agrees. "Technology is positive. It adds another 10% to the classroom package. But really all you need is a piece of paper, a pencil, a student who is well fed and awake and an inspired teacher. Technology is good, it's necessary but it's not the cure."

Many respondents to the survey were unaware of how to manage e-learning programmes and, furthermore, did not feel that they were involved in the development of e-learning content. Others' only use of e-learning was in accessing information from the Internet. Making the most of e-learning is a matter of developing 'softer' elements, such as training and human capacity building, as well as developing infrastructure, the report concludes.

Easily accessible technical support: Although designed to be robust, its very likely that kids are going to do use it in weirdest possible ways. Lack of easily accessible local technical support can dampen curiosity and interest. Native (non-English) language support: Kids (and teachers) in underprivileged communities will need something that they understand better or can learn quickly. Backbone infrastructure: Underdeveloped regions are most likely to lack any backbone telephone or internet infrastructure. And without that, information flow and peer-to-peer communication can be hindered to great extent. Gray/black market problems: For highly underdeveloped communities which are still struggling to survive without sufficient food and other basic facilities, it is certainly not a solution. If they are offered this laptop, more probably it’s going to be sold in gray market to fulfill their today’s needs. Hungry stomachs do not understand philosophy, however great it may be. They should be provided with what they need first and funds allocated for that purpose should not be diverted towards any other project.

Furthermore, the Sugar user interface allows for greater control over what can be done with the system. The programs being created for it (with the possible exception of Doom) are designed to help children create, explore, wonder, strategize, and learn. This is why I fear that some the unique educational potential of OLPC will be lost with the conversion to Windows. The platform, and, at least as important, development community, would no longer be so focused on programs that were created for learning and thereby lose the strongest advantage the OLPC had. For all its issues, Sugar is an amazing endeavor.

According to the survey, the constraints are due to lack of consistent and sustained effort in the implementation of the national information and communication technology (ICT) strategy arising from impediments especially to the ICT policy framework and regulatory environment.Others include the relatively high cost of access to and low quality of communication services.