Who We Are – ICT4KIDS

Vision

A vision for a world where underprivileged kids are equally ICT enabled and ready for the digital future

Mission

To promote digital literacy by providing ICT infrastructure and ICT Curriculum via generous donations and volunteer teaching

Goal

Each rural school selected has the needed ICT infrastructure and is ICT enabled

Information and Communication Technology (ICT)infrastructure is an ecosystem where access to the internet, mobile connections and different services and devices such as laptops or computers are needed. ICT should foster innovation and competition. Nowadays, technology is integrated with our lives, therefore, engaging with technology in the classroom helps students cope with the world outside. Computer based-learning is a part of the ICT infrastructure and it has many benefits:

Using technology to learn gives access to information outside of books and different methods to learn a concept.
It is also more interactive, helping teachers to find creative ways to teach and it keeps students motivated.
It provides interactive learning experiences, it allows students to explore beyond their textbooks and find different interests.
A study by Unicef shows that “A child who has the digital tools to succeed early in life is 5 times more likely to be in the higher-income job.” (Unicef-A world ready to learn advocacy)
ICT education improves a child’s critical thinking, which is important, for them to navigate through this Information age
Digital skills will also play an important role in the kids’ future work life

The rapid development of ICT has brought advantages, especially in education where it can provide equal learning opportunities. Developed countries have always set great importance to the use of ICT in education. For example, in Finland, surveys conducted by the European Commission (2011-2012) show that 89% of students have access to an internet-connected computer and or laptop. 90% of students have a broadband speed of more than 10mbps. (Finland Country Profile).

Integrating ICT into education requires sustainable ICT infrastructure and the application of an ICT curriculum. The ‘digital divide’ refers to the unequal development in having access to digital infrastructure in society. According to an ASER study conducted in 2018 in India, out of 596 government schools, only 21.3% of students have access to computers and 9% an internet connection (counterview.org) The majority of students in India attend a rural school, these schools do not have a basic ICT infrastructure.

Especially the rural schools in India are not equipped with infrastructure and basic facilities. Rural school’s opportunities have been limited by the resources found within the walls of a school. As known, technology-enabled learning allows kids to tap resources anywhere in the world, starting with their own communities. For example, with high-speed internet access, a student interested in learning computer science can take a course online in a school that lacks the funds for a teacher with the appropriate skills to teach that particular course. To remain globally competitive and develop engaged citizens, the underprivileged kids coming to these rural schools also need 21st-century competencies and expertise throughout the learning experience.

The Digital Divide

of students have access to computers

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%

of students have access to computer/laptops

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%

In India VS. In Finland

of students have an internet connection.

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%

of students have a broadband speed of more than 10mbps

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%

Everyone has the right to be digitally literate. Can you imagine a life without technology? Doing your research without the internet? Or even communicating with one another? We need to progress from every child’s right to education to being digitally literate, especially for young people. It should be a social norm for a 21st-century citizen. Yet there are many children/rural schools that lack the resources necessary to purchase a computer or the training required to use them.

According to the government of India, in the state of Karnataka, alone, 75% (54,871)of schools are rural schools (sskarnataka.gov.in) that cater to millions of students. While the government along with various NGOs have been working towards improving the quality of education and increasing the accessibility of ICT in these areas, data shows that there is a large gap between expectation of these campaigns vs reality.

For example, in one such school in Dodda Mudigere, efforts have been made to introduce computers and focus on technology in the classroom. However, the reality today is far from expectation, meaning the use of the provided computers is close to none and let us ask why?

Answers are:

There is a lack of motivation amongst the various stakeholders (students, teachers, parents, municipals).

What is needed for Dodda Mudigiere to ensure the sustainability of the ICT enabled leaning apart from just providing computers?:

1. Internet Connectivity.

2. Projector to Scale the learning to all students.

3. UPS in order to have an uninterrupted power supply to operate computers.

How does ICT4Kids contribute?

ICT4KIDS aims to bridge this gap between expectations and reality by bringing the ICT infrastructure as needed to these rural schools. ICT4KIDS wants to enable underprivileged children with ICT infrastructure (computers, internet, and digital training) to train the teachers by adopting the ‘train the trainer’ approach to make it more sustainable.

Sustainability is Key:

ICT programs in schools often have not sustained beyond an initial period where the infrastructure has been provided/developed. ICT4Kids will consciously aim for sustainability, where the schools and other institutions can continue the integration of ICT beyond the initial investment period. For instance, ICT virtual camps for these schools will be organized via our volunteers.