Community in Computing

“…education is a human right and civic responsibility.” Nicholas Negroponte, founder of One Laptop Per Child

In an international scope, technologies are becoming increasingly significant and useful for the common citizen, whether rich or poor. Many governments are or are hoping to adopt one-to-one computing programs, where each person is connected to a computer. In class, we talked to about the potentials, advantages, and challenges of ICT use in developing countries. Computers allow people to access information, educating and instructing them on specific academic materials, valuable facts and data for their careers, etc. There is no doubt that connecting people with this information will improve and advance their lifestyles; however, a main problem with this initiative is the implementation of the technology.

Essentially, laptops that are being distributed are not always necessarily utilized usefully and rarely to its full potential. With the different social and cultural environments of the locations that these initiatives are being planted, the reality is that there is great difficulty in supporting the innovation. As Michael Trucano of the World Bank discusses in his blog, the problems run deep and complex with this vision. Teachers complain that they cannot use these laptops for their classroom benefit. There is a procedure of “dumping hardware…hope for magic to happen.”

The founders and drivers of this one-to-one computer initiative need to allocate more time and resources to the teachers of these students who are receiving laptops in the developing countries. First, I propose that the founders give laptops to teachers beforehand – say a year – in order for them to get familiar with the software and have the ability and time to shape their curriculum to use the technology to its highest benefit. Also, the visionaries of this initiative, whether the organization that distributes the laptops or a government committee, must distribute the technology with accompanying aid – manuals, sample outlines of curriculum, maybe even a technical assistant to insure that the programs work smoothly. There is very little data and research on the cost of ICT in education initiatives; and the scientists should stand behind this and conduct these types of research so implementation can run smoothly. Dr. Barry, in the Educational Technology Debate Blog, illustrates the importance that the organization should find and maintain development partners, “to recognize and support research and education research networks.”

Why not, in a way, outsource some of these responsibilities and regulation procedures to groups outside of the company? Major universities, especially those with established technology programs, may allocate grants and resources to carry out this type of research. University students, from those of the United States or even better, from the universities in and near the developing countries, can use this issue as an experience in the field. Setting up internships and linking the students to the professionals and visionaries can allow for a two way education process.  While students are acquiring hands-on experience and have the opportunity to see first-hand the power of technology in developing countries, OLPC and the other affiliated organizations receive help, new ideas, and support in their initiatives.

Imagine a dirt floor classroom in a rural area – filled with students with their brand new equipment, a teacher demonstrating mastery in the technology, visionaries evaluating the programs, and college students collecting data and research but also interacting with the students independently. I know this may just be enormously idealistic, but a vision that connects and brings together people of all different ages and lifestyles establishes community and a passion for good – which is just as important and will go just as far if not further than the technology of a piece of equipment.