{"id":937,"date":"2010-06-24T09:34:30","date_gmt":"2010-06-24T13:34:30","guid":{"rendered":"http:\/\/edutechdebate.org\/?p=937"},"modified":"2012-09-27T10:37:31","modified_gmt":"2012-09-27T14:37:31","slug":"lets-focus-on-educational-media-not-ict-devices","status":"publish","type":"post","link":"https:\/\/edutechdebate.org\/low-cost-ict-devices\/lets-focus-on-educational-media-not-ict-devices\/","title":{"rendered":"Let’s Focus on Educational Media, Not ICT Devices"},"content":{"rendered":"

I propose that the ICT4D community should reduce its emphasis on the creation of innovative devices and focus more on the creation of effective educational media for existing low-cost devices. Market forces are making computers far more affordable, but are not producing quality educational media suitable for education in developing contexts. This lack of digital educational content is a market flaw that needs to be addressed by public-private funding and academic-commercial partnerships.<\/p>\n

Our model: Producing Educational Games for a $10 Computer<\/b><\/p>\n

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Playpower<\/a> is an open-source community that supports the design of affordable, effective and fun educational media for underprivileged children around the world. We are currently developing a suite of educational games for a $10 educational computer. <\/p>\n

The computer is so affordable because it is based on a 30 year-old 8-bit microprocessor technology that is now in the public domain; the computer is now produced by dozens of competing manufacturers, driving costs down. The 8-bit computer comes with a keyboard, mouse, game controllers, dozens of games, and uses a home television as a screen. <\/p>\n

This computer is widely available for sale in dozens of developing countries, including India, Pakistan, Nicaragua and Brazil. The existing economy of scale creates an opportunity for a new model of ICT4D distribution, which we call a \u201cManufacturing Intervention.\u201d In this distribution model, the completed Playpower games are given away to the manufacturers, who can “preload” the games with the computers they sell to distributors. In this manner, Playpower games can piggyback on the existing distribution network, which is already reaching millions of BOP (bottom of the pyramid) consumers. <\/p>\n

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This $10 8-bit computer is just the beginning. We believe that a wide range of technologies, including netbooks and smartphones, will soon be widely affordable to BOP consumers. As these devices already come preloaded with games like Solitaire and Snake, preloading educational games and media on these devices could effectively reach millions of children for a very low cost.<\/p>\n

Where is the Educational Content?<\/b><\/p>\n

While market forces will make ICT that is affordable to BOP consumers, it seems clear that low-cost computer manufacturers will not have the profit margins to invest in the creation of effective educational content. So, the question is, who will create the content? Perhaps more importantly, who will pay for the creation of the content? It won’t be the consumers, nor the device manufactures. We believe that government and private support is needed to create a shared, remixable global library of educational media. <\/p>\n

Intellectual Property and Content Appropriation<\/b><\/p>\n

The $10 computer uses the same microprocessor technology as the 8-bit Apple II computer. The Apple II (along with other low-cost 8-bit computers) introduced computing to millions of children in America, with 8-bit educational games like Oregon Trail, Number Munchers, and Where in the World is Carmen San Diego. While these games have little commercial value, they would be valuable on our platform\u2014unfortunately, their copyrights will not expire for another 50 years. <\/p>\n

We strongly advocate the modification of international intellectual property laws to promote the availability of educational digital media content in developing contexts. Ironically, at a consumer and business level, intellectual property is often completely unprotected in developing contexts\u2014but this is not improving the availability of educational media. We believe that Intellectual property laws and licenses should be enhanced to support the legal flow of information to places that need it most\u2014those who are most unable to pay for it.<\/p>\n

The Case for Public Support of Digital Educational Media<\/b><\/p>\n

Even conservative political philosophies believe that governments should provide free and effective primary school education. This is one reason why a quality, free public school education is recognized by the United Nations as a Universal Human Right. Despite this fact, millions of children around the world are receiving an ineffective primary education in government schools. In addition to the life of ignorance and low-wages facing these children, a lack of education stalls economic and political development. Low-quality education may even effect global security: the low quality of public schools has driven the dramatic expansion of religious schools in places like Pakistan.<\/p>\n

In contrast to teacher training, quality digital educational media can scale rapidly and at a very low cost. It can often be quickly modified for regional languages and curricula, particularly if the source code is available. Furthermore, digital educational content can be improved over time, through an iterative development process. This suggests that digital educational media could dramatically impact education in developing contexts.<\/p>\n

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Unfortunately, creating quality educational media is difficult, time consuming, and often requires expensive efficacy studies and iteration. As a result, commercial media companies do not have the incentive to participate in the production of quality educational media\u2014particularly media that is focused on developing contexts. This suggests a clear need for the public support of educational media development, at a regional, national and even international level. In addition to governmental procurements, governments could also incentivize content development through tax credits for media that serves the public good. To make the case for public support, however, it is important that ICT4D researchers can generate solid evidence for the utility of digital educational media.<\/p>\n

Playpower Research<\/b><\/p>\n

While we strongly support digital educational media in schools, Playpower.org is focused on providing games that can serve the needs of families\u2014specifically, families that might buy a $10 educational computer. Therefore, we have undertaken an extensive field research program in India to identify these needs and to understand the use of the 8-bit computer in low-income households. Surprisingly, this research has identified a range of low-cost computing technologies that are currently prevalent in low-income households ($100-$300 per month, per household). <\/p>\n

Since cable TV is widespread, even in low-income households, we found many families that had televisions or set-top boxes that had built-in games, including educational games, which are played with a remote control. Other households had handheld video game systems with small screens, while others had \u201cToy Laptops\u201d that contained a range of educational games. Of course, mobile phones are ubiquitous in low-income households, and are almost certainly the most common gaming platform. Playpower.org has an academic collaboration with Millee<\/a>, an organization that is focused on developing English learning games for mobiles phones.<\/p>\n

Value of Playing Video Games<\/b><\/p>\n

Given that our 8-bit computer platform is primarily used for playing video games, we hope to investigate whether video games contribute or detract from our educational objectives. Our fieldwork indicates that many low-income children in urban India have played video games, either on a mobile phone, on the television, in an arcade, or even on a PC. Does this experience have any positive or negative effects? <\/p>\n

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There is the possibility that playing videogames can improve economic opportunities for low-income children. While further study is required, the logic of this claim is as follows: videogame play seems to generally increase a child\u2019s interest in computers; this interest results in more exposure to computers and enhanced motivation to learn computer skills, which subsequently results in videogame-playing children developing more computer skills, relative to children who do not play videogames. These greater computer skills can directly lead to meaningful economic opportunities. <\/p>\n

Join Us in Person<\/b><\/p>\n

Sound plausible? Let us know your thoughts in the comments below. And if you’re in New York City this weekend, join us for a Playpower 8-Bit Game Design Workshop at NYU.<\/p>\n

The workshop will be led by Playpower founder Derek Lomas, Playpower programmer Kishan Patel, 8-bit artist Don Miller, and NYU professor Chris Hoadley (host). We’re focusing on:<\/p>\n