Over the last 5 years, several low-cost laptops were introduced expressly for educational systems of the developing world. Starting with the XO-1 laptop from One Laptop Per Child, and expanding to include the ClassmatePC, these computers then spawned consumer netbooks like the Asus Eee-PC, which could also be used for education. Now we have tablet computers like the Amazon Kindle and the Apple iPad that also can be used in educational settings. In fact, there is a whole plethora of low-cost ICT device options for educators.

So which one of these computing platforms is the best for education? Which form factor can help students learn better and allow teachers to reach greater educational outcomes in the classroom and across school systems? Is there a single laptop that works better than the rest?

Let us first learn more about the four main types of low-cost computers that are widely used in education

Which one is the best?

This is a great loaded question as there isn’t any one device that is best for every situation. In fact, experts in ICT for education (ICT4E) deployments have come up with six success criteria for educational ICT projects that should be considered long before choosing the hardware:

1. Infrastructure:
   ICT4E projects require a significant infrastructure in order to run effectively. This infrastructure need doesn’t just include technical aspects such as the availability of electricity and Internet access but also logistical aspects such as how to efficiently and reliably distribute hundreds of thousands of laptops in some of the remotest regions of the world.
2. Maintenance:
   Regardless of how robust an ICT device or software solution is there will always be issues with a certain percentage of them. This is especially true when computers are deployed in rugged environments, which are dusty, hot, and humid, and the main users are young children. As a result processes and solutions need to be developed to address how to repair broken equipment.
3. Content and curriculum:
   One of the core requirements for ICT4E projects is appropriate e-content and e-curriculum that enable the technology to be used as a tool for learning. Simply scanning in existing books and making them available digitally doesn’t come close to utilizing the full potential of a digital and connected device such as a laptop or mobile phone. Hence interactive learning content the supports the local curriculum, and supplemental materials such as digital multimedia libraries, need to be developed to effect learning, regardless of the hardware chosen.
4. Community inclusion:
   One component that often seems to be underestimated in ICT4E projects is the importance of community inclusion and the buy-in from key stakeholders such as teachers, parents, principals and administrators. Grassroots support is the main requirement for enabling initial adoption, daily project support, and long-term sustainability.
5. Teacher training:
   Using a new tool and approach is always hard, particularly when we’re talking about something as complex as learning and education. Therefore it is vital that teachers receive adequate training on how to efficiently and effectively use ICT such as laptops as a tool for education. Training people is both very resource-intensive and complex, yet without it ICT4E projects are very likely to fail.
6. Evaluation:
   Last but not least, evaluating the impact that ICT4E has on learning, and the broader society, is a key criterion. Unfortunately, appropriate baseline data is difficult to acquire in many cases, hampering the project evaluation process. Evaluation is often an afterthought that only receives attention once technology implementation has started. This is too late to gather baseline data. Ideally, evaluation is started in early project stages as well as a continually used toolset to refine and improve a project.

Recommendation to policy makers

Note what is not listed in the six criteria for success: the actual hardware form factor or its unit cost. In fact, research on the cost of ICT interventions in education by Vital Wave Consulting found that hardware was not the main cost in ICT4E activities:

Governments need to consider the entire cost of school computing solutions, rather than merely the initial expenses. A total cost of ownership model takes into account recurrent and hidden costs such as teacher training, support and maintenance, and the cost of replacing hardware over a five-year period.

Support and training are recurrent costs that constitute two of the three largest costs in the total cost of ownership model. They are greater than hardware costs and much higher than software fees.

So it is my continuous recommendation to policy makers to focus on the educational ecosystem, and support the change management that is required when introducing a new tool. Because no matter if it’s a “$100 laptop” or a magical iPad, the success (or failure) of ICT interventions in education is directly related to the supporting investments in teachers, administrators, community leaders – people not devices.

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Now, several years on, how as the field changed? What new tools are available for teachers to improve their curriculum delivery? For students to master it? And for administrators to understand better the links, if any, between ICT investments and educational outcomes?

What happened to Elonex One?

Please voice your opinion in the comments and add your favorite ICT device to our list, now an editable Google Doc:

• Low-Cost ICT List – Editable Draft Update.

Our goal is to have a comprehensive, up-to-date list by the end of this week for future publication on the infoDev website.

Do note that we do not expect this list to be exhaustive, it’s a Quick Guide after all, and we are purposely leaving off mobile phones, as well as the plethora of devices that could be used in education, for a more targeted list of hardware devices that are used in educational systems of the developing world.

We welcome your contribution to this endeavor in the comments or as your own Guest Post

Assistive information and communication technologies can allow those with disabilities to learn and grow, indistinguishable from any other child. But we have to ask three questions about them in our context:

1. Which assistive technologies are appropriate for the developing world?
2. How might they be implemented in resource constrained environments?
3. And what would their impact be on the children that use them?

Especially since you could even argue that educational systems are often impaired themselves – lacking budget, expertise, and will power to recognize that assistive technologies exist and should be employed for the betterment of all.

For February’s conversation, the Educational Technology Debate will explore low-cost assistive information and communication technologies, and how they might be utilized to increase the learning outcomes of children in the developing world.

We’ll dive into the issues and concerns with the help of several thought leaders on the subject; Cliff Schmidt, Fernando Botelho, Mike Dawson, and Paul Lamb. Your thoughts and opinions are always welcomed in the comments below. In addition, if you have deep knowledge on the subject, please email us a Guest Post of your thoughts.

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Subscribe now and get the latest articles from Educational Technology Debate sent directly to your inbox.