Computers for young children in India

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

Madhya Pradesh State (www.bhojvirtualuniversity.com/abt_class.htm), one of the country's leading pioneers in using technology in teacher training, offers training in technology integration in seven modules; it takes 10 days to complete each module. Teachers are required to complete all of the modules. In addition, two-day refresher workshops are offered to trained teachers.

Ripple Effect

A tiny stone has been thrown in the ocean of technology use in schools, and the ripples are just being felt. Much more still needs to be done. The major hurdles are: 1) inequality in computer access, due to economic disparities; 2) insufficient access to education in rural areas; 3) parents' misconceptions about the computer as a medium versus computer science as a subject; and 4) lack of teacher preparation in integrating technology into the curriculum.

Although all levels of the government-local, state, and central-are making efforts to narrow the digital divide between the haves and have-nots, greater investment is necessary. Increased awareness and financial contributions from corporate giants offer hope for equitable access to computers. "Unless modern technology is used for promoting education in the country, it would be virtually impossible to provide access to quality education to children in the remote areas," states the Web site of the Andhra Pradesh government, a state where technology is becoming a way of life (andhrapradesh.com/apwebsite). There is hope for equity in education, even in rural areas. Therefore, India must consummate the marriage between technology and education to educate all of its children.

Many parents do not realize the potential in using computers as an educational medium to learn a host of subjects. They are primarily interested in computers as a career for their children. A shift in their outlook needs to occur, which can happen as they gain greater exposure to computers. Then the parents will demand that schools integrate computers in teaching and learning.

Teacher competency in technology integration is an essential part of successful teaching and learning. Teacher preparation programs must move away from focusing on theoretical aspects of computers and toward hands-on training in incorporating computers. As long as teachers are in the dark, they will fear technology. Once these hurdles are addressed, education and children will achieve the maximum benefit from computer technology.

References

Andhra Pradesh Government Web site. Retrieved December 13, 2002, from http://andhrapradesh.com/apwebsite/strategy _paper/strategy_paper_se.htm

Government of India, Department of Education. Revised scheme of computer literacy and studies in schools (CLASS) 2002. Retrieved December 13, 2002, from www.education.nic.in/htmlweb/class_02.htm

Mitra, S. (2000, June). Minimally invasive education for mass computer literacy. Paper presented at the CRIDALA 2000 conference, Hong Kong.

National Policy on Education. Ministry of Education, Government of India. Retrieved December 13, 2002, from http://interboardap.nic.in/htmlweb/natpol.htm