Computers for young children in India

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

Growing Pains

The second author interviewed principals from six schools (one government school and the rest private) in three states (Karnataka, Kerala, and Tamil Nadu), as well as four teachers from private schools in Karnataka and Kerala. The principals unanimously gave high priority to technology education in elementary schools. All the principals have a computer for their use and seemed to use it frequently. They viewed computers as a motivating factor for children, particularly those who did not enjoy math, because using computers made it fun and easier for them to learn math. "Some concepts with 3D images can be taught only through high-tech," said one principal. The focus of their responses was on mathematics; perhaps this reflects the importance that schools give to mathematics education. All the principals recognized "exposure" as an added benefit for children.

When asked about "equity in, access to, and experience with technology," the four teachers responded, "They are all equal, at least in schools"; however, one betrayed a bias by adding, "Men are better at it, though." These teachers moved away from speaking about technology use in school to more universal issues. One of the teachers noted, "Women, as they get information about other people having the same problems through technology, develop a sense of oneness and kindred feelings." Yet another teacher added, "It contributes to positive attitudes, like taking a stand because of the awareness." A response from the third teacher-that technology can be "detrimental to development and could hamper their thinking"-mirrors the cautionary note coming from a few in the Western world.

Technology and curriculum integration drew strong criticism from the teachers we spoke with, and it was not hard to see the growing pains they are facing. Teachers' dissatisfaction surfaced very quickly. One of the teachers reflected that the available educational software programs are "substandard, and creating one's own was impossible with the given workload and [lack of] know-how." These teachers also expressed a stream of concerns about technology and curriculum integration, namely: misuse, overuse, and overstimulation. Some were worried about "calculators" and the fact that "children are creative in digital art, and losing their original art," while others stated that "a judicious overuse is necessary in science and math." Teachers also realize that children will benefit the most only when curriculum is integrated with computers. When asked about pedagogy and instructional practices, one of the teachers shared this comment: "Yes, mixed teaching is taking place, and in the middle school, children make presentations using computers." However, this teacher also added that some teachers are set in their ways, and so change is hard for them.

Teachers sense an imbalance in their ability to grasp computer basics, and feel uncomfortable as children outpace them. Many teachers do not feel competent enough to use computers, and the training provided is very minimal. Since most teachers have computers at home, they are left to learn on their own. Schools do not provide LCD monitors to teachers who are eager to use computers at school; hence, they feel stifled. One teacher added that renting an LCD monitor is prohibitively expensive, so she makes do with overhead projectors.