domingo, 30 de diciembre de 2012

An Idea Promised the Sky, but India Is Still Waiting




Christinne Muschi for The New York Times
A prototype tablet is assembled at a DataWind site in Montreal. The company’s plan to invigorate India’s electronics manufacturing by producing low-cost tablets for students has gone awry.


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NEW DELHI — The idea was, and still is, captivating: in 2011, the Indian government and two Indian-born tech entrepreneursunveiled a $50 tablet computer, to be built in India with Google’s free Android software. The government would buy the computers by the millions and give them to its schoolchildren.
Christinne Muschi for The New York Times
DataWind planned to make Aakash-2 tablets not at its own site, but in India.
Christinne Muschi for The New York Times
A prototype tablet is assembled at a DataWind site in Montreal.
Ozier Muhammad/The New York Times
The idea was praised by the Ban Ki-moon, the United Nations secretary general, left, with India’s United Nations representative, Hardeep Singh Puri, center, and DataWind’s chief, Suneet Singh Tuli. But most of the tablets have been made in China.
Enthusiasts saw the plan as a way to bring modern touch-screen computing to some of the world’s poorest people while seeding a technology manufacturing industry in India. Legions of customers placed advance orders for a commercial version of the tablet, thrilled at the prospect of owning tangible proof that India was a leader in “frugal innovation.”
Even the secretary general of the United Nations, Ban Ki-moon, lavished praise on the audacious project, called Aakash, the Hindi word for sky. “India is a superpower on the information superhighway,” Mr. Ki-moon said at a ceremony in November at the United Nations headquarters in New York.
Stoking expectations was Suneet Singh Tuli, the charismatic C.E.O. of the small London-based company that won the bid. “I am creating a product at a lower price than anyone else in the world with the hope that it impacts people’s lives and I make money out of it,” he said in a recent interview.
But over the last few months, it has become increasingly evident that Mr. Tuli, 44, and his older brother, Raja Singh Tuli, 46, are unable to deliver on most of their ambitious promises.
The Tulis acknowledge that their company, DataWind, will not even come close to shipping the 100,000 tablets it has promised to India’s colleges and universities before its year-end deadline. Most of the 10,000 or so tablets delivered through early December were made in China, despite the company’s early pledge to manufacture in India. Financial statements filed with British regulators show that the company is deeply in the red.
And the project’s entire premise — that India can make a cheap tablet computer that will somehow make up for failures of the country’s crippled education system — is fundamentally flawed, according to some experts in education and manufacturing.
Leigh L. Linden, an assistant professor of economics and public affairs at the University of Texas at Austin who has studied the use of technology in schools in India and other developing countries, said that, at best, computers merely match the performance gains from far less costly projects that involve hiring additional teachers or teaching assistants. And in some cases, Professor Linden said, the introduction of computers can actually lower students’ test results.
“Based on the available research,” he said, “this would not be the most effective strategy for education in developing countries.”
The notion that India’s weak manufacturing sector can catch up to China in advanced computer hardware also strikes some experts as far-fetched. “China became the manufacturing center of the world, and India missed that boat,” said Surjit S. Bhalla, an economist and managing director of Oxus Investments.
So far, the Indian government is standing firmly behind the project.
“All pathbreaking ideas do look too ambitious when conceived,” the Ministry of Human Resource Development, which oversees the Aakash project, said in an e-mailed statement. Aakash is “an all-encompassing project,” not just the creation of a tablet computer, the ministry said. With it, the government plans to create “an entire manufacturing ecosystem” in India.
Interviews with DataWind executives, government officials, Chinese manufacturers, business partners and former and current employees paint a picture of a small family company that was overwhelmed by a complex project that even China’s cutthroat technology manufacturers would find challenging to execute at the price expected by the government.
Leading a tour last month of the company’s small touch-screen factory in downtown Montreal, Raja Tuli, DataWind’s co-chairman and chief technology officer, said he had initially opposed his brother’s desire to bid on the Aakash contract, and he expressed lingering regrets.
“We got stuck in it,” he said. “We’re doing our best.”
DataWind’s real goal, Mr. Tuli said, is to sell low-cost wireless Internet access for tablets in developing countries like India. He said DataWind’s proprietary data compression technology, which made its debut in Britain years ago with a device called the PocketSurfer, efficiently delivers Web pages over older, slower cellphone networks.
“Our biggest contribution is our software,” Mr. Tuli said. “The fact that we’re making the actual hardware is a sideline that we got into in the process. We never meant to do it, but here we are.”
For India’s government, the Aakash project was supposed to usher in a computer revolution.
Although India pioneered the information technology outsourcing business, and still does much of the computing work for many big companies, only a small portion of the population has access to computers or the Internet.
Others had tried to bring cheap computing to developing countries like India — most notably the One Laptop Per Child project. Founded by Nicholas Negroponte of the Massachusetts Institute of Technology and backed by a host of Western technology companies, that effort aimed to bring $100 laptops to children around the world but faltered amid a host of technical, manufacturing and competitive challenges.
“This is our answer to M.I.T.’s $100 computer,” said Kapil Sibal, the minister of communications and information technology, when he announced the Aakash project in 2010.
Suneet Tuli, whose family emigrated from India to Canada when he was a boy, certainly bought into that vision. Just as the huge drop in the price of mobile calling prompted a communications revolution in India, a cheap tablet could transform India’s classrooms and eventually all of the country’s poor, he said in an interview in October 2011.
In India, “there are one billion people left out,” he said, “and the way to include them is lower the price.”
But DataWind was in over its head from the start.
The government’s specifications were challenging, and none of India’s information technology giants, like HCL or Wipro, competed for the contract. DataWind made the lowest bid, promising to supply the tablets for 2,276 rupees, including delivery — about $50 at exchange rates at the time, and about $40 now.
In a recent interview, Suneet Tuli said DataWind figured that it could cut costs by improving on standard industry designs and by making touch screens itself, in Canada, at a lower price than it could buy them in China.
In a fateful decision, Mr. Tuli also promised to build the tablet in India, even though the country’s manufacturers had no real experience in building such hardware. While not required by the government, the pledge added to the patriotic fervor surrounding the project and generated publicity for DataWind’s plan to sell more expensive commercial tablets and $2-a-month wireless Internet service to the public.
Rather than build its own plants, DataWind sought out Indian partners, starting with Quad Electronic, from Andhra Pradesh, which had made cash registers, electronic typewriters and printers but never tablets.
Within months, though, the two had parted ways.
According to Suneet Tuli, the problems started when the university overseeing the project rejected the early tablets and demanded improvements. The relationship collapsed after DataWind discovered that Quad planned to produce a rival tablet, he said.
But Raminder Singh Soin, Quad’s managing director, said DataWind’s product “was not good enough.” “Many things were missing in the Aakash tablet,” he said in a phone interview this month, noting that its microprocessor could not support the tablet’s advertised features.
Mr. Soin said DataWind never paid for the tablets Quad did produce, or for the components Quad bought to build an additional 30,000 units. He estimates that the failed partnership cost him 150 million rupees, or about $3 million. Suneet Tuli said DataWind didn’t owe Quad any money.
Compounding DataWind’s problems, the company started taking orders for the commercial version of its tablet, the UbiSlate, just a week after unveiling the Aakash tablet. Within six weeks, it had 300,000 orders, Suneet Tuli said in an interview in early 2012. Last month, he said, orders for the UbiSlate tablets had reached about four million.
Yet DataWind still lacks the manufacturing, marketing and customer service capacity to handle even a substantial fraction of those orders. A result has been a wave of customer fury.
Edwin Richard Toppo, 25, a human resources professional in Delhi, placed an order in August for an UbiSlate. Weeks after he received the tablet, he said in a phone interview, its two USB ports stopped working. Then the slot for a SIM card went dead, and now the touch screen is unresponsive, he said.
“It’s like a dummy,” Mr. Toppo said, adding that several dozen calls to DataWind customer support went unanswered.
In a recent interview, Suneet Tuli acknowledged that the company has struggled. “Unfortunately, the scale of everything here has been beyond our imagination,” he said.
DataWind is trying to prioritize orders, he said, delivering about 2,500 tablets a day and offering refunds to people who don’t want to wait. Customers “will get a world-class product, I think, at a fraction of the price,” he added.
To help clear the huge backlog of orders, DataWind said it had signed up four new Indian partners to help make the tablets.
Still, the company won’t meet the Dec. 31 deadline to deliver 100,000 tablets to the Indian government. It recently received an extension until March 31, and Raja Tuli said he expects DataWind to fulfill the government contract by that time.
In an attempt to meet its commitments, the company moved production to China in the fall. At least three Chinese companies have been manufacturing an improved tablet, known as Aakash-2, for DataWind, and shipped thousands to India, according to interviews with Chinese manufacturers and documents reviewed by The New York Times.
Officials at the Chinese companies, who said they make as little as $1 in profit on each tablet, expressed doubts that India would ever be able to compete in electronics manufacturing.
“DataWind’s tablets can be made in Shenzhen, but not in India, because Shenzhen has a fully developed industry chain,” said a project manager with Kalong Technology, one of the companies, who spoke on the condition that his full name not be used, because he wanted to avoid media attention. “It’s just like, if you want to open a bakery, you need to know where to get the best flour both near you and at a good price.”
A recent visit to DataWind’s three-story Indian plant in the Amritsar neighborhood known as Ghee Mandi showed just how far the company has to go.
On the ground floor, rows of brown shipping boxes were piled atop one another, some printed with “Easydy,” the name of a Shenzhen tablet manufacturing company. Ibadat Singh, DataWind’s vice president for operations, said DataWind was not buying finished tablets from China, but just recycling boxes that happened to come from there. “Why use new boxes?” he said.
Two floors up, 16 men at a rectangular table were programming tablets and adding standard applications, Mr. Singh said. One man was working on an opened tablet with a big green screwdriver. Others were soldering wires or testing units. One man diligently wrapped tablets in Bubble Wrap and packed them into white boxes.
The factory makes about 1,000 units a day, Mr. Singh said. Each tablet takes five minutes to assemble and two to program. It’s so easy, he told a reporter, “even you can do it.”
During the November interview in Montreal, however, Raja Tuli described the difficulties of manufacturing in India, citing issues like prolonged border delays and poor infrastructure.
“Listen, it’s obviously easier in China just because the whole infrastructure is set up, capital is so much cheaper,” he said. “In India, it can be done but the process is longer.”
He declined to say whether DataWind would bid on future Aakash supply contracts from the government. But he said the company would not abandon its plans to build and sell inexpensive tablets in India.
“We’re not going to give up because of these little issues,” he said. “We’re committed to it. Always in life, it’s tougher than you think it was going to be.”
Pamposh Raina reported from New Delhi and Amritsar, India, Ian Austen from Montreal and Heather Timmons from New Delhi. Mia Li contributed reporting from Beijing.


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miércoles, 14 de noviembre de 2012

10 iPhone Apps for Kids that Support Montessori Based Learning | GoNannies.com Blog

10 iPhone Apps for Kids that Support Montessori Based Learning | GoNannies.com Blog:

"The Montessori approach to education was developed by Maria Montessori, an educator and physician in Italy. Estimated to be practiced in upwards of 20,000 schools around the world, this approach emphasizes freedom with reasonable limits, independence, and a Constructivist model that allows kids to learn basic concepts through a hands-on approach, rather than through lectures and direct instruction. These 10 iPhone apps can help you teach your child the educational basics in accordance with the methods prescribed by the Montessori approach, supporting his education with the assistance of your mobile device."

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sábado, 27 de octubre de 2012

Educating Players: Are Games the Future of Education? | Observations, Scientific American Blog Network

Educating Players: Are Games the Future of Education? | Observations, Scientific American Blog Network:

"CAMBRIDGE, Mass.—Smart phones, tablets and video game systems are often seen as distractions to school children in developed countries, which tend to adhere to a strict teacher-student educational model. At Technology Review‘s Emerging Technologies (EmTech) conference here on October 25, a panel of technologists and educators posited that it’s time to embrace students’ use of such technologies and rethink learning in both developed and developing countries."

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miércoles, 10 de octubre de 2012

Long Live Paper - NYTimes.com

LAST week, Education Secretary Arne Duncan declared a war on paper textbooks. “Over the next few years,” he said in a speech at the National Press Club, “textbooks should be obsolete.” In their place would come a variety of digital-learning technologies, like e-readers and multimedia Web sites.

Such technologies certainly have their place. But Secretary Duncan is threatening to light a bonfire to a tried-and-true technology — good old paper — that has been the foundation for one of the great educational systems on the planet. And while e-readers and multimedia may seem appealing, the idea of replacing an effective learning platform with a widely hyped but still unproven one is extremely dangerous.

A renowned expert on reading, Maryanne Wolf, has recently begun studying the effects of digital reading on learning, and so far the results are mixed. She worries that Internet reading, in particular, could be such a source of distractions for the student that they may cancel out most other potential benefits of a Web-linked, e-learning environment. And while it’s true that the high-tech industry has sponsored substantial amounts of research on the potential benefits of Web-based learning, not enough time has passed for longitudinal studies to demonstrate the full effects.

In addition, digital-reading advocates claim that lightweight e-books benefit students’ backs and save schools money. But the rolling backpack seems to have solved the weight problem, and the astounding costs to outfit every student with an e-reader, provide technical support and pay for regular software updates promise to make the e-textbook a very pricey option.

As both a teacher who uses paper textbooks and a student of urban history, I can’t help but wonder what parallels exist between my own field and this sudden, wholesale abandonment of the technology of paper.

For example, when cars began to fill America’s driveways, and new highways were laid across the land, the first thing cities did was encourage the dismantling of our train systems. Streetcar lines were torn up. A result, for many cities, was to rip apart the urban core and run highways through it, which only accelerated the flow of residents, commerce and investment to the suburbs.

But in recent years, new streetcar lines have been built or old systems extended in places like Pittsburgh, Jersey City and Phoenix. They are casting aside a newer technology in favor of an older one.

This lesson of technology-inspired extinction can be retold in many other domains of life: the way phonographs nearly disappeared when the music CD was invented; the rejection of bicycles in the middle of the 20th century; the shuttering of Polaroid factories with the advent of digital cameras.

My point is not that these are all pernicious or reversible developments. On the contrary, we have all benefited from new advances in medicine, communications and computing, even those that displaced familiar technologies.

The Polaroid is a wonderful device for what it is, but it will and should remain a technological novelty. On the other hand, few higher-tech formats deliver the lush sound quality of the vinyl record, and younger generations have recently returned to the format.

In other words, we shouldn’t jump at a new technology simply because it has advantages; only time and study will reveal its disadvantages and show the value of what we’ve left behind.

Which brings us back to paper. With strength and durability that could last thousands of years, paper can preserve information without the troubles we find when our most cherished knowledge is stuck on an unreadable floppy disk or lost deep in the “cloud.”

Paper textbooks can be stored and easily referenced on a shelf. Data are as easy to retrieve from paper as reaching across your desk for a textbook. They are easy to read and don’t require a battery or plug. Though the iPad and e-readers have increasingly better screen clarity, the idea that every time a person reads a book, newspaper or magazine in the near future they will require an energy source is frightening.

The digitization of information offers important benefits, including instant transmission, easy searchability and broad distribution. But before we shred the last of the paper textbooks, let us pause and remember those old streetcars, and how great it would be if we still had them around.

Justin B. Hollander is an assistant professor of urban and environmental policy and planning at Tufts University and the author of “Sunburnt Cities: The Great Recession, Depopulation and Urban Planning in the American Sunbelt.”

A version of this op-ed appeared in print on October 10, 2012, on page A23 of the New York edition with the headline: Long Live Paper.
NYT
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viernes, 28 de septiembre de 2012

ALEC and corporate fingerprints are all over national push for online learning

A proposed law would require all Minnesota high school students to take at least one online class before graduating.

Last week, this space carried a post recapping the strange brew of education-related measures that had survived their respective legislative committees and were headed to the floors of the state Senate and House. There is much more to be said about one of the more curious measures, House File 2127, sponsored by Burnsville Republican Pam Myhra.

A short refresher: The bill would require all Minnesota students, starting four years from now, to have taken at least one online-only course in order to graduate from high school. As first introduced, it would have allowed those courses to take place in virtual classrooms to be located anywhere and be operated by employees of for-profit companies who might or might not be licensed teachers.

As it moved through various committees, HF 2127 was amended to require all courses be taught by licensed Minnesota educators, offered by approved operators and include digital coursework done in schools. It was massaged into something Minnesota’s larger districts, most of which already offer digital courses, are now OK with, although it will pose myriad challenges in Greater Minnesota.

If it passes, Minnesota will become one of a handful of states to mandate student participation in online learning, which is, to put it mildly, a booming industry in search of customers.

Consider, for example, Tennessee’s adoption last year of the Virtual Public Schools Act, model legislation created by the American Legislative Exchange Council (ALEC), the super-secretive, super-conservative group which has birthed much of the nearly identical anti-labor legislation that has swept through statehouses nation-wide over the last two years.

Yes, ALEC has made appearances in this space, too, but we think the best primer is the one produced by the education advocacy group Parents United. Corporations, foundations and think tanks pay thousands of dollars to join ALEC, which charges lawmakers — most of them Republicans — $50 a year to join.

Lawmakers are treated to expenses-paid policy confabs at ritzy resort destinations where they are given model bills drafted by private-sector participants.

The model law adopted in Tennessee was created by two ALEC committees chaired by executives from two large, for-profit corporate providers of virtual education, Connections Academy and K-12, according to Phi Delta Kappan, via Education Week.

Shortly after passage, K-12 won a no-bid contract from Union County School District to open a school that is in operation this year. Tennessee lawmakers also decided to shutter the state’s successful online education program.

Some 2,000 students applied for admission to the Tennessee Virtual Academy last fall, many of them homeschoolers. Others were recruited at meetings held in Chattanooga’s poorest neighborhoods. The school receives about $5,300 per pupil; K-12’s CEO was paid more than $2.6 million last year and its CFO $1.7 million.

There’s more. According to The New York Times, K-12 was founded by a former banker from Goldman Sachs and pundit William Bennett, Ronald Reagan’s secretary of education and the author of "The Book of Virtues: A Treasury of Great Moral Stories" and bankrolled by disgraced junk bond king Mike Milken.

How, you are wondering, does K-12 do, for about $5,000 a head in Tennessee what Minnesota’s urban districts struggle to do with more than twice that tuition? One of its Arizona programs outsourced the correcting of student essays to India, a practice that apparently didn’t work well and was abandoned.

ALEC is at work on those cost-cutting measures, drafting model bills aimed at collective bargaining, teacher compensation, licensure, local school boards, vouchers, tax credits and a host of other “reforms” that incorporate privatization.

Last fall, Rep. Myhra confirmed to the late, lamented Minnesota Independent that she is an ALEC member. Indeed, she sits on its tax and fiscal policy task force.

K-12, meanwhile, operates four virtual public schools in Minnesota. Connections Academy operates one here.

Beth Hawkins writes Learning Curve, a blog about education, for MinnPost and also covers a variety of other public policy topics.

Taken From MinnPost
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