Joyojeet Pal

Multiple Mice for Computers in Education in Developing Countries

A distinct feature observed in computer use in schools or rural kiosks in developing countries is the high student-to-computer ratio. It is not unusual to see more than five children crowding around a single display, as schools are rarely funded to afford one PC per child in a classroom. One child controls the mouse, while others are passive onlookers, without operational control of the computer. Learning benefits appear to accrue primarily to the child with the mouse, with the other children missing out. The obvious technical solution is to provide each child with a mouse and cursor on screen, thus effectively multiplying the amount of interaction per student per PC for the cost of a few extra mice. To our surprise, both the concept and the implementation appear to be unique to date, for the specific application to computers in education in resource-strapped communities, with previous work restricting studies to two mice, or for largely non-educational applications. We have developed software that allows multiple coloured cursors to co-exist on the monitor, along with two sample games with some educational content. Initial trials with both single-mouse and multiple-mice scenarios suggest that children are more engaged when in control of a mouse, and that more mice increases overall engagement. Our results suggest new areas of research in pedagogy for computers in education

Multiple mice for retention tasks in disadvantaged schools

This study evaluates single-mouse and multiple-mice configurations for computer-aided learning in schools where access to computers is limited due to resource constraints. Multimouse, a single display groupware solution, developed to allow multiple mice to be used simultaneously on a single PC, is compared with single-user-single-mouse and multiple-user-single-mouse scenarios. Multimouse itself is trialed with two unique interaction designs -- one where competitive interaction among students is encouraged, and another where more collaborative interaction is expected. Experiments were conducted with 238 schoolchildren from underprivileged households in rural India on an English vocabulary retention task. On the whole, Multimouse configurations (five users each) were found to be at par with single-user scenarios in terms of actual words learned by students. This suggests that the value of a PC can be inexpensively multiplied by employing a multi-input shared-use design. Gender effects were found, where boys show significant differences in learning depending on interaction modality, whereas girls learned at similar rates across configurations. In addition, a comparison of the two Multimouse modes -- collaborative and competitive -- showed the striking difference in learning outcomes and user behavior that is possible due to even slight variations in interaction designs for multiple-mice.

The case for multi-user design for computer aided learning in developing regions

Computer-aided learning is fast gaining traction in developing regions as a means to augment classroom instruction. Reasons for using computer-aided learning range from supplementing teacher shortages to starting underprivileged children off in technology, and funding for such initiatives range from state education funds to international agencies and private groups interested in child development. The interaction of children with computers is seen at various levels, from unsupervised self-guided learning at public booths without specific curriculum to highly regulated in-class computer applications with modules designed to go with school curriculum. Such learning is used at various levels from children as young as 5 year-old to high-schoolers. This paper uses field observations of primary school children in India using computer-aided learning modules, and finds patterns by which children who perform better in classroom activities seat themselves in front of computer monitors, and control the mouse, in cases where children are required to share computer resources. We find that in such circumstances, there emerges a pattern of learning, unique to multi-user environments - wherein certain children tend to learn better because of their control of the mouse. This research also shows that while computer aided learning software for children is primarily designed for single-users, the implementation realities of resource-strapped learning environments in developing regions presents a strong case for multi-user design.

Usage models of classroom computing in developing regions

This paper examines low-cost computing projects for education in developing regions, and presents some of the common entrepreneurial and technical problems faced by past and current initiatives. In particular, we look at various models of computer usage, and evaluate their appropriateness according to their effectiveness in education, their socio-cultural suitability, and economic feasibility. Based on detailed field studies and interviews conducted in rural Indian classrooms and economic analysis, we show that shared rather than single-user devices constitute a more realistic and sustainable approach for low-cost computing projects targeting childrens education.

“My child will be respected”: Parental perspectives on computers in rural India

Computer centers in rural Indian public schools raise questions about the value of expensive modern technology in starkly poor environments. Arguments for or against spending on computers in low-income schools have appeared in policy circles, academia, teacher conferences, and philanthropic discussions, with passionate rhetoric from all sides. One shortcoming of the debate has been the absent voice of parents and children themselves. We present the results of a qualitative study of computer-aided learning centers in four districts of rural Karnataka, South India, where we discussed with parents issues such as aspirations, quality of schooling, and the perception of computers more generally. The research reveals a range of voices on hopes for the next generation, perceived value of computer courses and higher education, and views on the arrival of computers into their village schools. It emerges that in the minds of many parents, the computer has an immense symbolic value - separate from its functional value - that is tied to social and economic ascendancy. We find that this symbolic value derives from associations that parents imbibe from their various interactions with people using computers in a range of situations. Despite a large number of parents not entirely clear on what a computer does, the sense of mystical quality about technology is a feature we find across the board. In discussions with rural parents, we find an environment of great fear about the future of agriculture, because of which computer-aided learning centers have become a symbol of future aspirations of jobs for their children. The research also reveals varied related concerns of parents from the dowry implications of having computer-trained daughters to the relative value of English versus computer literacy as the key to social mobility.

My child will be respected: Parental perspectives on computers and education in Rural India

Public spending on computer centers in rural Indian public schools raise questions about the value of expensive modern technology in extremely resource-strapped environments. Arguments for or against providing computers in low-income schools have appeared in policy circles, academia, teacher conferences, and philanthropic discussions, with passionate rhetoric from all sides. We present the results of a qualitative study of computer-aided learning centers in schools catering primarily to Below Poverty Line (BPL) families in four districts of rural Karnataka, South India. Here, we held a series of open-and close-ended discussions with parents of children from these schools on issues such as aspirations, quality of schooling, and the perception of computers more generally. The research reveals a range of voices on hopes for the next generation, perceived value of computer courses and higher education, and the perceived changes in villages after the arrival of computers in their local schools. It emerges that for many parents, the computer has an immense symbolic value—separate from its functional value—that is tied to social and economic ascendancy. We find that this symbolic value derives from associations that parents imbibe from their various interactions with people using computers in a range of situations. We find in our interviews a heightened sense of mystique over the technology and its potential, across people with varying levels of first-hand experience and understanding of computers. We find that notions of change and hope are situated within an environment of great fear about the future of agriculture. We argue here that this, alongside a widespread existing discourse about computers in media and public life in India, mostly emerging from urban middle-classes ideas around technology, help spur a strong sense of expectation that the computers can dramatically change social prospects even among the poorest and most excluded. From competing with English as the gateway to power, to impacting dowry costs for female youth, interviews show a myriad of expectations from technology, creating what we see as a strong case for a nuanced look at the discourse and mythology of computers and technology in developing regions.

Assistive technology for vision-impairments: anagenda for the ICTD community

In recent years, ICTD (Information Communications Technology and Development) has grown in significance as an area of engineering research that has focused on low-cost appropriate technologies for the needs of a developing world largely underserved by the dominant modes of technology design. Assistive Technologies (AT) used by people with disabilities facilitate greater equity in the social and economic public sphere. However, by and large such technologies are designed in the industrialized world, for people living in those countries. This is especially true in the case of AT for people with vision impairments -- market-prevalent technologies are both very expensive and are built to support the language and infrastructure typical in the industrialized world. While the community of researchers in the Web Accessibility space have made significant strides, the operational concerns of networks in the developing world, as well as challenges in support for new languages and contexts raises a new set of challenges for technologists in this space. We discuss the state of various technologies in the context of the developing world and propose directions in scientific and community-contributed efforts to increase the relevance and access to AT and accessibility in the developing world.

The developmental promise of information and communications technology in India

How do developing nations react to rapid conversion into information societies? This article examines the growth of information and communications technology in India, with the states universal internet access policy (part of its ‘IT for All’ initiative) at the center of its investigation. The rapid development of technology and access to telecommunications over the next decade is inevitable in India, and what the universe of ‘universal access’ will be is open to speculation. Indias human development, especially the geographic structure of education and economic opportunities, threaten to create a divisive threshold. Since the organization of the information society is reliant principally on skill and knowledge networks, the benefits system may exponentially increase, and perhaps entrench, the gap between the haves and the have-nots if the speed of basic development does not catch up with that of technology spread. Will the factor of relative disempowerment outweigh the benefits of ‘IT for All’ in India?

Capable and convivial design (CCD): a framework for designing information and communication technologies for human development

Scholarship and implementation in information and communication technologies for development (ICTD/ICT4D) have seen an exponential increase over the past decade. In spite of enormous headway in both research and application, ICTD lacks a clear unified framework that can guide contextually grounded user-focussed design of ICT. This shortcoming results largely from the fields unusual placement at the intersection of research, policy, and practice, each driven by different philosophical traditions and application intentions. We argue that this gap can be overcome by adopting design-based approaches in ICTD. Towards this end, we advance a design framework – capable and convivial design (CCD) – that appropriates Sens idea of capabilities and Illichs notion of conviviality. We contend that these two sets of complementary theoretical traditions are markedly well suited to guide the design of contextually relevant and user empowering ICTs. We test the CCD framework against multiple input shared computing, a well-documented ICTD case, to illustrate its analytical usefulness and improve its analytical precision. Annika Andersson, Åke Grönlund and Gudrun Wicander are the accepting Guest Editors for this article.

Computing security in the developing world: a case for multidisciplinary research

Technology users in the developing world face a varied and complex set of computer security concerns. These challenges are deeply tied to a range of contextual factors including poor infrastructure, non-traditional usage patterns, and different attitudes towards security, which make simply importing security solutions from industrialized nations inadequate. Recognizing this, we describe some of the specific security risks in developing regions and their relationships with technical, political, social, and economic factors. We present concrete examples of how these factors affect the security of individuals, groups, and key applications such as mobile banking. Our analysis highlights the urgency of the concerns that need attention and presents an important intellectual challenge for the research community.