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This month we bring you the second article in our series of education and technology trends, compiled by the Institute for Futures Research. In this edition we focus on key technology drivers and how they are impacting education in the developing context. We hope you find it as useful and engaging as the last edition.

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TECHNOLOGY TRENDS

The One Laptop per Child Project

Nicholas Negroponte, who launched the project at the Massachusetts Institute of Technology’s Media Lab two years ago before spinning One Laptop into a separate non-profit organisation, had as the main design motive the goal of stimulating education better than previous computer endeavours have, and with an affordable PC.

In November 2006 the first 10 units of the OLPC (One Laptop Per Child) XO-1 were hand-assembled to evaluate the system’s many custom components and to perform systems integration testing. The machines are being made by Quanta Computer Inc, and countries will get versions specific to their own languages. Governments or donors will buy the laptops for children to own, along with associated server equipment for their schools. The project has so far received $29m in funding from companies including Google, News Corp and Red Hat.

The laptop has been developed to be as low cost, durable and simple to use as possible. The aim is to sell the machine to developing countries for $100 but the current cost of the machine is about $150. By July this year, several million are expected to reach Brazil, Argentina, Uruguay, N igeria, Libya, Pakistan, Thailand and Palestine. Three more African countries have expressed interest, and the Inter-American Development Bank is trying to get the laptops to multiple Central American countries.

India’s government originally expressed interest but backed out. Even though Brazil plans to take part, it is hedging its bets by evaluating $400 ‘Classmate PCs’ from Intel. To keep costs and power demands low, the XO uses a slim version of the Linux operating system, a 366-megahertz processor and no hard disk drive. Instead it has 512 megabytes of flash memory, plus USB ports where more storage can be attached. It has wireless connectivity, a built-in camera and a colour display that converts to monochrome so it’s easier to see in sunlight.

The first children to try out the XO are expected to do so in February, and when they turn on the small green-and-white computers they will be greeted by a basic home screen with a stick-figure icon at the centre, surrounded by a white ring. The entire desktop has a black frame with more icons. The ‘neighbourhood’ (not ‘desktop’) signifies the student at the middle. The ring contains programs the student is running, which can be launched by clicking the appropriate icon in the black frame.

When the learner opts to view the entire ‘neighbourhood’, other stick figures in different colours might appear on the screen. Those would indicate schoolmates who are nearby, as detected by the computers’ built-in wireless networking capability. Moving the PC’s cursor over the classmates’ icons will pull up their names or photos. With further clicks the students can chat with each other or collaborate on projects.

Negroponte said he deliberately wanted to avoid giving children computers they might someday use in an office. ‘In fact, one of the saddest but most common conditions in elementary school computer labs (when they exist in the developing world), is that children are being trained to use Word, Excel and PowerPoint ... I consider that criminal, because children should be making things, communicating, exploring, sharing, not running office automation tools.’

Folders are not the organizing metaphor on the XO, because folders force users to remember where they stored their information rather than what they used it for. Instead, the XO machines are organized around a ‘journal,’ an automatically generated log of everything the user has done on the laptop. Users can review their journals to see their work and retrieve files created or altered in those sessions.

The open - source user interface, nicknamed Sugar, has received mixed reviews. Some have said that even as Sugar avoids complexities inherent in familiar operating systems, it just creates a different set of complexities to be mastered. Wayan Vota, who launched the OLPCNews.com blog to monitor the project’s development because he is sceptical it can achieve its aims, called Sugar ‘amazing, a beautiful redesign.’ Vota is director of Geekcorps, an organization that facilitates technology volunteers in developing countries.

One Laptop plans to send a specialist to each school who will stay for a month helping teachers and students get started. But Negroponte believes that children ultimately will learn the system by exploring it and then teaching each other. The OPLC XO-1 will be available to the general public in 2008, but buyers will have to pay for two, with the second going to the developing world.

UNHCR ninemillion.org education Campaign for Refugee Children supported by Microsoft

The UN High Commissioner for Refugees (UNHCR) ninemillion.org. global campaign, launched last year to provide sports and education for 9 million refugee children around the world, has received a boost from Microsoft. The software giant has announced that every Internet search performed at click4thecause. live.com using Microsoft’s Live Search facility will raise $0.01 for the campaign. Microsoft will guarantee a minimum donation of $100 000, with a maximum donation payable by Microsoft of $250 000, equivalent to 25m search queries. Ninemillion.org was launched as a new public and private-sector initiative. Two-thirds of the money raised will be distributed by UNHCR to support education in refugee communities.

Wireless Technologies for Developing Countries

An examination of emerging wireless technologies for developing countries by Gunasekaran and Harmantiz concludes that the network readiness of such a country indicates the ability of its principal stakeholders (government, citizens, businesses) to leverage the potential of information and communication technology. WiFi and WiMax are not only revolutionizing broadband communications in the developed world but they also offer to developing countries the opportunity to bridge or even ‘leap- frog’ the digital divide that may exist in their communities and to increase the number of people who are connected.

A quick adaptation to such next-generation wireless technologies will offer advantages over traditional wired infrastructures, and policymakers should actively seek suitable strategies to promote these vital broadband technologies. The review proposes a strategic wireless framework to address challenges in three different economic sectors of a developing country: the metro economy, which is well-urbanized and integrated with the global economy; the sub-urban economy, which has niche economic or development activities compared to the metro economy; and the rural economy, characterized by informal economic activity and poverty.

It is unfortunate that wireless connectivity (with the exception of voice communication) is largely the domain of the formal business sector and the well-off individual in South Africa, and that there appears to be no strategic wireless framework in place for the sub-urban and rural communities in South Africa.

Need for Science and Technology Transfer in Africa

The executive director of the Academy of Sciences for the Developing World, Mohamed H. A. Hassan, says that developing countries must build world-class universities to be serious players in the knowledge based global economy. Traditionally, technology has always flowed from developed to developing countries, with the scant resources and expertise in the developing world used to address apparently more immediate concerns, such as increasing agricultural productivity and providing greater access to safe drinking water.

But such thinking ignored the fact that many of these challenges could not be met without first building indigenous capacity in science and technology, and for the poorest developing countries, ‘outsourcing’ the development and assessment of technology and innovation has been economically catastrophic, with policies designed to alleviate poverty and to create wealth suffering as a result.

Hassan says that developing countries are now changing course and seeking to build their own scientific and technological capabilities, but if technology transfer is to truly benefit those most in need and contribute to making the global economy more equitable, much more effort is required. He calls on universities across the developing world to play a central role in technology transfer. They should provide not only training and research in scientific disciplines, but also in science and technology management.

Developing countries must also encourage internal technology transfer, from universities to the private sector, by creating incentives for researchers to apply their knowledge to technological and policy innovation. Strategically, this means changing universities’ culture from institutions that exist apart from their societies to institutions that are integral to them. Tactically, this means creating such mechanisms as technology transfer offices within universities. Increasingly, technology transfer aims to help alleviate poverty, create wealth, improve public health and ensure long-term environmental well-being.

Universities have an unprecedented opportunity to participate in this effort. But they can only do so if they engage in fundamental reforms to become, not only superior sources of information, but also unique mechanisms for promoting innovation.

Education and Technology in South Africa

In South Africa today the majority of learners and schools do not have access to ICT infrastructure. Only 3 in 10 schools (there are 26 000 schools for 12m learners) have access to ICT. Only 1 in 10 schools have access to the Internet, and this is mainly through slow, inefficient and expensive dial-up connections. The department of education has plans, together with the provinces, to place ICTinfrastructure in all schools.

The department of education is finalising an implementation plan for the National Teacher Development Framework where all teacher development is addressed, from initial training to continuing professional teacher development. Within this, the department is developing guidelines for teacher development in ICT so that teachers who wish to excel in the use of ICT for teaching and learning will be able to do so. To date the department has trained more than 22 000 teachers to use ICT in education. This has been carried out through partnership agreements with Intel, CompTia and Microsoft. A principal’s guide to implement and use ICT in schools has also been developed and distributed.

A quality science and mathematics education at the secondary level with adequate numbers of successful matriculants with good passes in these subjects is one of the prerequisites for a country’s ability to compete in the technologically-driven global economy. The poorest pass marks in South Africa’s 2006 matric exams have been recorded in science and mathematics. According to newspaper reports, South Africa is considering recruiting Zimbabwean science and mathematics teachers to improve pass rates in the two subjects.

A number of Zimbabwean teachers had applied for posts as science and mathematics teachers. ‘We don’t have a crisis, but we don’t have many trained maths and science teachers. We anticipate a crisis. If we can’t get enough maths and science teachers, we will look into this pool of Zimbabwean teachers,’ said Education Minister, Naledi Pandor. Critics have however said that South Africa should not exploit the situation in Zimbabwe by taking advantage of its ability to offer higher wages to lure its neighbour’s teachers. According to the Progressive Teachers’ Union of Zimbabwe (PTUZ), Zimbabwe lost 4 000 teachers to neighbouring countries such as South Africa, Mozambique and Namibia in 2005 alone.

The department of education’s Thutong project aims to connect schooling communities with theirteachers through the internet. Thutong is an online education experience-based web portal and means place of learning in SeTswana. Its purpose is to provide learners and educators with information for use in the classroom and ideas for projects, providing students and teachers with printable, quality-assured materials which support the outcomes-based education curriculum.

Specifically, the portal provides access to a range of curriculum and learner support materials; professional development programmes for teachers; and administration and management resources for schools. It also provides education policy documents and general information related to the latest developments in the country’s educational system. In total it has 21 000 learning objects for use by teachers and learners. The portal is interactive and is intended to be open to all. Priority is given to disadvantaged and rural schools. Users can download curriculum materials, create their own materials and share them with others, and interact with their peers throughout the country and abroad. Thutong carries news supplied by provincial departments of education, official news providers and organisations involved in the education arena.

All educational content contained in the portal has been cross-referenced against the National Curriculum Statement (NCS). The online resources are also designed to facilitate professional and lifelong learning. According to the portal’s organisers, ‘The content is highly relevant to the lives and learning contexts of South African learners, educators, education managers/administrators and parents. The portal aims to expand and become a representative of users’ interests and needs.’

A key partner to the Thutong portal is the Mindset Network, which provides assistance through a satellite-based technology platform that distributes high-quality multimedia educational content. Mindset provides educational materials as well as training in the use of the associated technology. The organisation has installed receiving equipment in more than 1 500 schools and 250 hospitals and clinics. Content is also available in 1.5m homes via satellite broadcast. In December 2006, Mindset Network was chosen from more than 160 nominees as the winner of the 2006 Development Gateway Award on the theme of youth. The award was presented at the International Telecommunications Union Telecom World 2006 in Hong Kong.

The partners in the Thutong project include the Department of Education, the South African Institute for Distance Education, Multichoice Africa Foundation, the Gauteng Institute for Education Development, the Council for Scientific and Industrial Research, SchoolNet South Africa, Mindset, Reusable Objects, SABC Education and M-Web.

Educational Developments in the United States

The SCALE-UP project at some American universities is an effort to create studio classes that would be large enough to provide an effective, yet affordable alternative to large classes taught via the standard lecture/laboratory format. The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project establishes a highly collaborative, hands-on, computer-rich, interactive learning environment. Research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. SCALE-UP promotes active learning in a redesigned studio- style classroom of 100 students or more.

Class time is spent primarily on hands-on activities, simulations, and interesting questions as well as hypothesis-driven labs. Students sit in three groups of three students at a number of round tables. Instructors circulate and work with teams and individuals, engaging them in Socratic-like dialogues. Rigorous evaluations of SCALE-UP find that ability to solve problems is improved, conceptual understanding is increased, attitudes are improved, failure rates are drastically reduced (especially for women and minorities), and performance in following (physics and engineering) classes is positively impacted.

For the past 10 years, the Loudoun County (Virginia, US) public school system has been a leader in introducing the latest technology into classrooms. One advanced-technology tool that Loudoun uses is the SMART Board, a touch-screen white board that eliminates the traditional chalk and erasers associated with teaching. A teacher writes on the screen with a finger, and whatever is written is stored electronically. Students can retrieve the information later by visiting the teacher’s Web site.

Betty Korte, a maths teacher, said the technology has made it easier to teach her grade 9 and 10 students. ‘In maths, where a lot of abstract concepts need to be understood, I can use a lot of the features to make it more real for the kids,’ Korte said. ‘I’ve been able to see the difference in their ability to understand these concepts before and after using the tool. In my mind, there’s just no comparison.’ Loudoun has equipped each of its 45 schools with one or two SMART Boards and aims to have a SMART Board in every classroom by 2010. Loudon offers online courses through a partnership with George Mason University.

Students who can’t complete classes because of long-term illness or scheduling problems, may register for online classes. The classes are self-taught and teachers answer questions via e-mail. The pass rate for online courses has been exceptionally high and students have given the service high marks. Loudoun believes the next big thing will be wireless connectivity at its schools.

Education Trends is compiled by the Institute for Futures Research.

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