Education is termed as one of the basic
requirements on which great nations are built. It is an investment that takes
its time to pay dividends but, according to economists, education generates the
highest returns when compared to any other avenues where resources can be
committed. In developing countries, where a large population lives at
subsistence levels, primary education is a major tool for enriching human
capital. At the primary level, young minds are enlightened to accept new ideas,
show creativity, develop critical thinking and above all, enable themselves to
absorb surrounding information for informed decision-making at any later stage
in life. In this regard, computer studies or ICT becomes immensely important.
How essential is ICT or computer education at the primary level? This question
is worth exploring given that our children are growing up in an information age
— and not in an industrial age.
The argument that we are so underdeveloped and devoid of basic infrastructure
that we cannot even afford to think about computers is not very valid any more.
With decreasing cost and increasing usability of desktop PCs – which in fact
face the threat of extinction at the hands of laptops – has turned the situation
from bleak to bright. It is now a matter of choice, rather than availability to
introduce ICT at primary school level — at least in the urban areas.
Here, it is important to note that there are two very different and distinct
aspects of ICT in education. One is teaching ICT itself, and the second is using
ICT as an augmented tool to the existing teaching methods which is more
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This second aspect can be extended further by making computers available to
children at home for work and play both, so that the digital divided can be
bridged and natural disadvantage of underprivileged children (without the means
of acquiring equal education and a computer) can be neutralized. This is the
philosophy behind projects such as One Laptop Per Child (OLPC).
