The 3L Mantra to live by!

Educational gaming is becoming big business and definitely seen as a solution to the chronic issues of poor/ absentee teachers in schools in poor and disadvantaged contexts, particularly in the developing world. Sugata Mitra and his Hole-in-the-Wall project inspired the director of SlumDog Millionaire and resulted in him winning the TED prize for innovation .  The Global XPrize for Education also holds a similar perspective of emphasizing how the youth need to be empowered by gaming with the assumption that they will teach themselves and don’t need to rely on others, especially bad teachers. But is there such a thing as 'self-directed' learning? Does this imply no intervention at all and that these gaming platforms fill the human gap? Do children make the best decisions for their own personal growth? When we talk about autonomous learning, are we talking about being independent of schooling as we know it? Are we saying its an institution that has failed our children ...

Nimmi Rangaswamy and I served as Guest editors for the Information Technologies and International Development Journal on the theme of 'ICTs for Leisure in Development.' This is a nice step towards our book   Poor@Play that is expected to come out with Harvard University Press in mid 2016. So why this Special Issue? Well, contrary to the peripheral connotation of leisure, this Special Issue makes the case of it being central to technology adoption and use in the development context. In this issue, we put together various original research studies that reconceptualize ICT mobilization and serviceability to extend beyond a conservative understanding of developmental value. We strive to drive home the following points, namely: • Leisure is a critical area of technology infusion that leads to discovery and magnification of digital literacies. Moreover, leisure offers an experimental space to informally diffuse learnings and impart social impacts that bind people and tech...