Computers for young children in India

Childhood Education, 2003 by Thirumurthy, Vidya, Sundaram, Nithya

Successful computer scientist Desh eshpande, founder of Sycamore Networks of Chelmsford, Massachusetts, has pledged $100 million over the next 20 years to his alma mater, IIT [the elite Indian Institute of Technology], Madras. . . . High-tech tycoons are part of a startling new trend in India, [one that] recognizes the fact that India is a fertile ground for growing future high-tech entrepreneurs. (Pallava, 2000, p. 794)

People in India are now accustomed to stories such as the one above. These investments are good for India. Most contributions by Silicon Valley business leaders, however, are limited to institutions of higher education. Yet state and central [federal] governments agree that elementary education is the central bedrock of human development, and they also recognize technology as a means of strengthening this developmental edifice.

To explore the issues related to technology in Indian schools, we gathered information using different modalities, as shown in Figure 1. We interviewed parents, grandparents, teachers, and principals from India. The first author also visited some representative schools in cities and villages of India. The second author shares her experiences and impressions from her time as a teacher in India. As it is hard to find academic papers and books on the use of technology in elementary schools in India, we had to rely on information available on the Government of India Web sites and in a few magazine, newspaper, and journal articles. Since both authors have lived and worked in India, the reader needs to be aware that our "subjectivity is like a garment that cannot be removed" (Peshkin, 1988, p. 17). To counter this bias, we have used the participants' voices to present different perspectives.

Cultural History

Many citizens of India view mathematics as a part of their history. India was the birthplace of the great mathematicians Mahavira (A.D. 850) and Bhaskar (A.D. 1114), who propounded the use of zero in arithmetic operations. Brahmagupta (A.D. 630) was the first to demonstrate the use of negative numbers, while Aryabhata (A.D. 476) invented the use of continuous fractions to solve indeterminate equations. The Indian culture "emphasizes the importance of abstract thinking and [the] contemplative mind," declared Swaminathan, one of the grandparents whom we interviewed. This attitude perhaps illustrates the reason why so many Indians have embraced computer technology.

Although many subcultures in India have long valued mathematics education, the growing demand for technology and science outside and within India has placed an overwhelming pressure on children, parents, and teachers (Thirumurthy, 2000). Dr. Swami, a 75-year-old retired Managing Director of the National Research Development Corporation of India, in an interview, pondered why mathematics is so valued in the subcontinent:

[Indian subcultures value a] spirit of enquiry, going beyond this world into the celestial . . . [They consider] questions on astronomy and the relationship of astronomy to the life on this planet then.... All of these have been recorded in ancient scriptures. What has distinguished this culture is that it is also strong in mathematics. In this context, mathematics provided a structural framework for visualizing and understanding the natural phenomenon and astrological phenomenon. Math is considered one of the knowledge streams that foster a contemplative mind in the child. (Thirumurthy, 2000, p. 5)

Mathematics is believed to emphasize abstract thinking and arouse innate curiosity and inquiry. Children in India are challenged to think in the abstract, even in elementary school; teachers seldom provide manipulatives when teaching mathematics. When considering technological advances, Dr. Swami notes that "computer hardware and software require a lot of abstract thinking." He believes this connection to the abstract contributed to many Indians pursuing computer science as a career.

How did technology in schools get started in India? In "July 1984, some 9,000 students [9th- through 11th-graders] in 250 schools across the county were introduced to a new genre of teachers-the computer" (Viswanath, 1985, p. 178). Dubbed "Computer Literacy and Studies in Schools" (CLASS 1983-84), an ambitious pilot project acquired 12,000 BBC microcomputers, with British aid. The vision of CLASS 2002 is to expand awareness about computers and their value to teaching and learning. It aspires to build models of computer education in schools, and its immediate goal is universalization of computer literacy among schoolchildren within the next five years.

The Department of Education has mandated that all state governments, together with the Computer Education Plan (CEP), an organization responsible for developing technology-based curriculum, must formulate a procedure to monitor and evaluate the progress of computer literacy in the state schools. The government offers grants up to $52,000 (Rs. 25 lakhs) per government school for switching over to an integrated technology curriculum (National Policy on Education, 2002). Although these policies are in place, the social stratification of schools is a major impediment for achieving the goals.