NYC tech takes on the classroom | Crain’s New York Business

New boost for interactive content:

Partly spurred by its concentration of intellectual talent, New York is also becoming a hotbed of innovation in educational technology. Venture capital investment in education-related startups in the metro area totaled $95 million in 2011—an 84% spike over the prior year, according to PricewaterhouseCoopers/National Venture Capital Association. The number of startups receiving investment money rose to 14, up from eight in 2010.In the long run, newfangled interactive textbooks like the ones Apple and its publishing partners previewed last Thursday are likely to be a minor aspect of education’s digital revolution. But Apple’s entry is certainly helping the revolution along.

All doesn’t seem to be well, however:

In the fourth quarter, VC financing in the New York area plunged 40%, compared with the prior quarter, to $545.1 million.

But experts say the tech-education industry is just getting started. The U.S. business for e-learning products and services in the pre-K to 12-and-higher education markets will grow to $11 billion in 2015, from $7.6 billion in 2011, according to research firm Ambient Insight.

(Via NYC tech takes on the classroom | Crain’s New York Business)

Hat Tip: Samudra Sen


Now A Stationery Firm Launches Education Tablet!

Tablet makers appear to see a big market for selling devices to students. After Datawind’s blockbuster launch of the world’s cheapest Tablet Aakash and the more recent launch of Classpad, it is the turn of E-class Education System Ltd, a wholly owned subsidiary of public listed stationery products maker Sundaram Multi Pap Ltd to launch an education Tablet.

The company has launched a new Tablet PC called ‘e-class Tablet’. The Tablet comes inbuilt with e-class content and has been developed by Sundaram Group for Maharashtra State Board students. The Tablet has the entire syllabus of a selected standard preloaded inside it in a video format that includes animations, audio and visuals.

There are two models of the Tablet, a basic and a premium one. The basic model comes with a resistive touchscreen and is priced at Rs 8,000, while the capacitive touchscreen model is priced at Rs 12,000.

(Via Now A Stationery Firm Launches Education Tablet! « Consumer Tech « – India Internet, mobile, consumer tech, business tech)


The Indian Tablet Triangle

Three Indian tablet devices are gathering newsworthiness.

Triangles @ Base

“At least three different gadgets — all tablet PCs — have captured the imagination of geeks across the globe in the past few weeks. Two of the devices are staking claims to becoming the lowest-priced tablet PCs, while the other is a stunner that promises to take on the best in the game.” (Via The Hindu : Sci-Tech / Gadgets : Indian hardware market abuzz with tablet PCs)

Sakshat: The much talked about and debated $35 device announced by the Indian Ministry of Human Resource Development, recently. There has been significant debate on this device – primarily concerning the ability of the government to keep the cost within the limits of what was announced.

Adam: The iPad killer (but then, which device isn’t). The website (under construction is at, but you will find more information on their blog. With a price range of $399 to $498, it seems targeted to the retail segment, and the news is that it may not be launched in India, to begin with.

Stamp: Relatively unknown, so far, the i.MX233 based STAMP (Specs and Video) platform from AllGo is the third platform that is in the low cost segment. Pegged in the $50 range, this device is expected to make its debut, primarily in the B2B segment and they are not ruling out education.

I hope I am soon able to write a similar post about folks who are thinking right about creating content and services around the platform.

The Real Cost of the Rs. 1500 ($35) Tablet

Since the announcement of the Rs. 1500 ($35) laptop, there has been a slew of posts from either side of the school (of thought). In a ZDNet Blog, it has been mapped to the rhetoric of the Nicholas Negroponte $100-pc. The thought is that this is a reference spec only and the cost factor depends on much more than just a statement:

“So not only is it apparent that the prototype only lays out the specifications for the tablet but that cost estimates rely on predictions of massive economies of scale and local government large-scale purchases. If this sounds familiar, it’s virtually the same rhetoric that Nicholas Negroponte used to convince the world that he could build a $100 laptop.” (Via Christopher Dawson, ZDNet Education Blog: How can India build a $35 tablet? More details emerge)

In various other places, there is an upbeat mood over the announcements; in my opinion those that are very positive about this, are looking at a very specific piece of information and disregarding the context of the device and the educational environment in which this device will play. In the article by Christopher Dawson, above, he quotes an editorial in the Times of India, that laments the lack of basic infrastructure for education in India and the subsidy that the government plans for this device.

Another interesting article about the device, came from Michael Trucano of EduTech: A World Bank Blog on ICT use in Education titled Laptops for education: $10, $35, $100 and points in between (but not above!). It’s interesting to note that while low-cost devices seem to be the panacea for inclusive and wide-spread education in the world, the focus is less on the educational context, the environment, the student, but more on the cost of the device. He says:

I don’t mean to suggest that the retail price of a given device is unimportant, nor to criticize this latest announcement out of India, which is quite intriguing in many regards. That said, the cost of the end-user device is typically only a fraction (and often a small fraction) of the actual ‘costs’ to a system associated with the introduction of a given technology — at least if it is meant to integrated into the ‘system’. And if research on ICT use in education *is* clear on one thing, it is that simply buying hardware — and nothing else — and expecting positive things to happen may not be the most prudent course of action!


What I do mean to criticize is the often singleminded focus, even obsession, on the retail price of ICT devices alone, which is in many ways a distraction from more fundamental discussions of the uses of educational technologies to meet a wide variety of educational goals in ways that are relevant, appropriate and cost-effective.

There are many examples in India, where significant investments have been made in acquiring the hardware for the purpose of ICT, but they have remained just that. A few areas, where the government(s) would rather focus on, to make ICT deliver the results that we expect:

  1. Teacher Training: While many public and private initiatives are in action to initiate teachers in the proper use of ICT, it is still very basic. The basic knowledge and skill to use office tools hardly qualifies as the proper knowledge for implementing ICT. ICT skills are not embedded in the core curriculum for teacher training (and where they are, they are very basic). The first level of intervention that government needs to do is to make teacher literate about what ICT really means and how it can be implemented in the education environment – not just the school.
  2. Content/software: Even if the Rs. 1500 device were to succeed (with the support of private enterprise), there isn’t decent learning content or software for the children to use on the device. Availability of a device means little for learning experience. Having seen what the government has done in the past, or knowing how governmental thinking is, about content, you will have a whole lot of low-quality scanned pages in the limited 2GB memory of the device. No use-cases have been announced yet for the device. There needs to a serious thought about the content and the software that will drive this device.
  3. Support: In a country where basic literacy is an issue, the government needs to actively consider how it will support the large number of users for the device – especially, since they will look to take this to backward and rural locations. Importantly, how will they train the people who will provide the support.

Michael Trucano’s concerns are well-placed. An obsession with the cost of the device may prove very costly in the long run.

A 2.0 Thought about ID

Clark has written an quick note about the work he is doing in the area of mobile learning. He says: 

It’s been fun, as I’ve had to expand my thinking on how to ‘think different‘ to accommodate mobile learning. And you really do need to think differently, as traditional instructional design won’t likely lead you to the opportunities. Yes, you might get job aids, and even distributed applications (capturing data from the field), but the whole ‘learning adjunct’ thing might well be skipped, for example.

Sticking to the traditional form of instructional design will be limiting, not only to mobile learning, but to most Web 2.0 applications. There is definitely a significant opportunity to exploit from the coming-of-age of social software. However, if these are to be used beyond keeping in touch with your friends, it has got implications on the instructional designer’s role, like I said earlier:

The instructional designer’s role will have to cover a bit more than Bloom’s and ARCS and the lot, in this very pervasive, collaborative and socially hyperactive way of learning.

I see an interesting debate (an on-going debate, more like) about the use of social networking sites like MySpace and Facebook being considered as practical eLearning tools – even as eLearning platforms. A few educational institutes have begun using these tools (the article I quote from below, is more about ELGG, however)

Some schools ban social networks for wasting classroom time or to protect students from weirdos. But, as part of a wider trend toward less top-down teaching, other institutions are putting tools like MySpace, Bebo and Facebook on the curriculum — and teachers are saying: “Thanks for the add.”

ELGG is in a different league altogether – its popularity is suspect – because students may not necessarily choose to use ELGG as well as their MySpace or Facebook. But I digress.

Even if these tools (MySpace or Facebook) are being used for the purpose of learning – the instructional paradigm for their use will be very different from the learning delivered via conventional Learning Management Systems (LMS) or Virtual Learning Environments (VLE).

As instructional design for computer-based learning found its unique adaptation through different media and delivery platforms (even the move from CD-ROMS to the Web was significant transition – the web made online learning more interactive, it affected design paradigms, it allowed content to be more dynamic and data exchange more real-time), so will it have to find it’s way to pervade 2.0 technologies.

There is more interaction than before and we have multiple methods to manage and leverage that interaction. That – and the changing attitudes of the new learners is the new instructional designer’s new problem.