Early-stage practicalities of implementing computer aided education: Experience from India

Projects reaching computers to low-income areas to bring some form of technology equity have been in effect since the 1980s. Such initiatives have tended to assume a developmental motivation in the endeavor, especially in poor nations. Investment in such ICTD projects has risen out of a growing faith among state and private agencies that knowledge of computing is an important link in the human development, and that early introduction has important long-term dividends. In this paper, we look at free computing in public schools in rural India. Observing patterns that signify "success" at both the communal and individual levels, this study proposes a framework for studying computer aided learning projects in low-income schools, and raises questions about learning and project organization that researchers in ICT in education may look at for hypotheses generation