Micros and Children in Developing Countries

Abstract

In this technological age, the need to involve children in the utilization of some of the products of technology is inescapable. Already children in developed countries have the advantage of the use of micros in learning while others in developing countries are not so privileged. Three case studies of developing countries (Nigeria, Morocco and Argentina) are briefly presented in this paper. The lessons learnt from these experiences revealed that children in these countries were enthusiastic and receptive to the introduction of micros in schools. Also four needs were established: (1) programme expansion to accommodate more children, (2) subtle approach and systematic introduction and diffusion as opposed to a governmental imposition of micros on teachers, (3) organizational/national literacy campaign on the new technologies, and (4) a general review of teacher education curricula to include elements of the new technologies.