Problem solvers of tomorrow – Nurturing creativity through computing education in Indian schools

A 14-year-old Ganesh Kumar, along with his classmates Anil and Arjun from City High School, have taken on the challenge of tackling frequent drainage blockages in Lambi Gali, a neighbourhood in Jammu and Kashmir’s Udhampur district. The solution to create a real-time drainage blockage map occurred to them when a new teacher, Surinder, arrived from Pune and taught them how daily issues can be solved by inculcating critical thinking and technology. With a vision to improve the neighborhood’s deteriorating condition, and with the curiosity to employ critical thinking, their solution has come to life! By using water flow sensors and LEDs, Ganesh and his peers have created a real-time map of the city’s sewage system. Thrilled at their achievement, Ganesh says, “I want to be a teacher when I grow up…a good teacher helps
improve society.”

In a rapidly evolving digital age, where technology is at the core of nearly everything we do, preparing students for the future involves more than just teaching them how to use a computer. Computer Science (CS) education is no longer just about coding or understanding hardware. It is a medium that empowers students to become creators and problem solvers, regardless of their background or the resources available to them. At Pi Jam Foundation, we try to ignite the innate desire of young minds to contribute positively to society, just as Ganesh did. Our CS curriculum tries to go beyond traditional methods, teaching critical thinking, design thinking, and collaboration—essential skills for tackling real-world challenges.

As the power of computer science continues to unleash, it only feels apt to explore the transformative power, its broad implications for learners, and groundbreaking initiatives together. We delve into a framework built upon five key principles that form the bedrock of our educational philosophy, uncovering how these principles are changing the way students perceive the world around them.

There are always challenges of tech misuse, cyber bullying and the risks it entails. This is particularly relevant for us as we work with children. Therefore, as part of our Let’s Code program for children, we cover discussions on cyber safety, digital citizenship and the responsibility that comes with powers of creating with technology. For us, creative expression is invariably tied to ethical and safe usage. Secondly, when a child perceives it as a tool for creativity, the outcome, for example, is that the animations our students share on social media are the ones they have created themselves, instead of becoming mindless consumers of social media. Besides, students also start operating from the space of solving problems they observe in their environment. This cultures a consciousness of creating to solve, and possibly to entertain, but never to create abusive content.

Computer science is a medium, every child is a creator and problem solver

Imagine a world where children are encouraged to be problem-solvers. The key lies in transforming education from a passive process of observation to an active one of engagement and empowerment. To unlock the problem-solving and creative potential in a child, we need to adopt hands-on pedagogical practices that build these skills. By integrating practical problem-solving challenges and creative tasks into the curriculum, educators can guide students to apply their knowledge actively. Encouraging critical thinking, collaboration and experimentation fosters a deep understanding of one’s problem-solving capabilities and creative potential.

In Wadgaon Sheri, students — Uzer, Raj, Sony and Arman — created a project called ‘Walom.’ It is an experiment to grow plants in a controlled environment. Walom addresses the problem of growing plants that require intensive human involvement by reducing the effort with the help of technology. “When we found out that we can use technology to address the problem and grow plants even in less space, we started to plan,” shares Uzer. The students made a list of all the required components such as water, air, nutrients and sunlight. For every need of the plan, they appropriately used technology to fulfil it. The small space used was an old water-cooler recycled as a grow-box, which was fit for the project.

“We used artificial lights to mimic sunlight, fans to control temperatures, moisture sensors to detect soil moisture and indicate when to water, and an automated tap that sprays when the sensor prompts it to do so,” explains Sonu. The students used Python to execute this project. From learning how to make circuits, work in teams, assemble wires, to ‘fix’ things, and to understand how programming works, the students had fun and learned computing skills that will go a long way.

They made mistakes. However, they overcame the challenges quickly, once they realized that they can work with complex systems. “We used to only read about these in the textbooks and never got to make these with our own hands. We have learned C++ but never experimented with it. But, when we came here, we did everything ourselves with our own hands,” says one of the students.

The students worked over the weekends across six (6) months, turning the office into a makerspace. The absence of computer labs at their school premises birthed a wonderful and enviable project out of a noble idea. Moreover, providing opportunities for students to showcase their problem-solving projects and creative endeavours to peers, teachers, and the community, has boosted their confidence and reinforced their understanding of their own abilities.

Celebrating these achievements and acknowledging the uniqueness of each child’s creative contributions can further solidify this understanding. At Pi Jam Foundation, we feel and see this impact every day. For the thousands of children that have been introduced to computing education, a world of possibilities has opened.

Every space can be a lab

When one thinks of a lab, the first thought is of complex science, followed by visuals of people seated in a specific order, typing as fast as they can while staring at the screen with numbers and alphabets running in all directions. Well, one isn’t wrong to think of this set up as a lab. However, our labs only to be confined to four walls?

Every space can become a lab—be it a corner in one’s kitchen, under the shade of a tree, or in a gully (narrow lane). Education in such spaces is often not recognized or encouraged. But an affordable learning
ecosystem for computing education can equip even under-resourced neighborhoods and schools to build future skills. A great example of this is Gully Gully Code. It is a student-led initiative, where former student leaders who have been with Pi Jam Foundation, and are now undergoing higher education, work with community children in neighborhoods and communities. Their goal is to introduce children to computing education. They go into community areas, like lawns, open dwellings, and spaces under trees, to mobilize the children from across the gullies to bring them together in one place.

These gatherings usually begin with simple games and activities that require a paper and pen, known as unplugged activities. In these, one needs to use logical reasoning, i.e., how do you move an object from point A to point B. It enables the children to think step-by-step, which helps them nurture their computational skills. Most children now have access to smartphones, which the student facilitators use for teaching them programming on the Code Mitra application.

These Gully Gully Code sessions are structured in a manner to allow at least an hour of app-based programming with the children who identify issues around them to solve. For instance, children in communities of Dharavi, Yerwada, Bhosari and other parts of India have identified issues of air pollution and waste management that affect their lives. With the help of Code Mitra, the children have successfully codified the problem and suggested simple solutions that can make the communities more liveable.

By breaking preconceived ideas of what labs are supposed to be like, children are now equipped to identify something that they relate with and create awareness to solve the problems at hand. Problem-solving, computational thinking, logical reasoning, and collaborative experimentation are the bedrock of imparting computing education in spaces never imagined before. As long as the learners come together with a vision to solve a problem, they are collectively able to create a space for change.

Computer science is everywhere

For Adnan, Furqan and Shakir of Kashmir’s Baramulla, familiarity with apple cultivation comes easily. While interacting with apple farmers, they were quick to identify that farmers were not compensated fairly for their produce. The reason being lack of access to Apple Grading Systems, which are expensive, with their cost ranging from ₹1,50,000 to ₹8,00,000. Their hope to improve farmers’ profits inspired the trio from Government Higher Secondary School, in Kreeri, to design an affordable alternative.

Their research led them to leverage technology to create a prototype of an automated Apple Grading System. It uses servo motors and colour sensors to create an intuitive interface, which works on a real-time feedback mechanism. The technology grades the apples based on size, colour and other quality attributes. It also ensures accuracy and efficiency in the process. The prototype developed by the students costs about ₹60,000. Its comprehensive design allows for scalability and customization to cater to farmers’ specific needs, based on farm size and production. The students also aim to upgrade the prototype by using solar energy to power the system.

This problem-solving design has helped streamline the labour-intensive process of grading the produce and ensure fair compensation for the farmers. Guided by their mentors, these students reduced the processing time and the scope for errors in the process. This means that the farmers can now procure an apple grader which is well within their means. It would allow them to focus on their production while increasing profits. Such innovations, even if they seem small, can create large-scale impact especially in a country like ours.

Computer science isn’t confined to computer screens or the walls of IT companies. It’s an integral part of our daily lives, from the patterns we observe around us to the logic we use in our everyday decisions. It’s
about pattern recognition, sequencing, and problem-solving – skills applicable in any context, which are centred on the individual’s agency.

Over time, Pi Jam Foundation has diligently promoted problem-solving and computing education through initiatives such as Code Mela. This is an engaging program that introduces both students and educators to the world of computer science in a fun and interactive way. We utilize Code Mitra, a free,
specially designed mobile app created for regional users.

In schools, these immersive, hour-long sessions, along with a holistic curriculum, enable computing education to be inclusive and accessible. It allows us to embrace the intersectionality of problem solving through logic, cultural reality, and everyday phenomenon. Many such initiatives have been recognized at the UN Education Summit, HundrED, Mbillionth, and other platforms.

You don’t need a computer to learn computer science

Computer science education doesn’t always need digital devices. In classrooms where electricity supply is sporadic, students are encouraged to think computationally without screens. They write code on paper, solving problems step by step. This ‘unplugged’ approach fosters logical reasoning and creativity. It also demonstrates that computer science is about the skills, not the gadgets alone.

In Mundhwa, on Thursdays, when there is an electricity outage, children unleash their culinary creativity. No, they don’t necessarily cook. Without screens, they pick up pens, papers, and their boundless imaginations to whip up recipes, from savoury curries to sweet desserts. After jotting down their culinary masterpieces, they come together, sharing recipes and ensuring they’re easy to understand. It’s not a competition, but a lesson in empathy and teamwork. In this simple act, they demonstrate the power of creativity and collaboration, showing that even without electricity, the light of learning can still shine. Such unplugged activities help in building the foundations for logical reasoning and computational skills, which can be further honed based on the children’s individual interests.

In another inspiring instance, consider the story of Humaira Jan, a ninth grade student. Learning from our Pi Jam trained Atal Tinkering Lab (ATL) teacher in Ganderbal, Kashmir, she applied the problem-solving framework to confront a deeply entrenched issue within her community. Faced with the limitations imposed by traditional customs, particularly those that adversely affect women, Humaira took it upon herself to become a catalyst for change.

She identifies that women in particular and people in general lack awareness. The question arises: why is there such a lack of awareness? The answer lies in the absence of individuals raising their voices and expressing themselves. Consequently, she makes the conscious decision to elevate her voice and express herself creatively through poetry. This vividly illustrates the concept of problem-solving coming to life.

Through her bold and innovative approach, she is emboldening women in her community to break free from the confines of societal expectations and embrace their limitless potential. Notably, her debut rap composition titled “Aurat” received well-deserved recognition. It was prominently featured on YourStory, a prominent storytelling media platform.

An approach based on systems, not a product

Education isn’t merely a product but a comprehensive system. For widespread impact, you need more than just a curriculum. You need collaboration, support, and a multi-layered systems approach. While adopting such an approach, teachers and trainers play an integral role in ensuring that the spirit of problem-solving is instilled in children. The primary goal of Teacher Training (TT) at Pi Jam Foundation is to empower educators with Computational Thinking (CT) skills, so they can seamlessly incorporate these crucial abilities into their teaching practices.

This approach extends far beyond technical subjects, adopting an integrated methodology. Its aim is to empower teachers, enabling them to effortlessly infuse CT skills into their regular teaching routines. An inspiring example of this approach is embodied by Yogita, an educator at a government school. Yogita is consistently dedicated to integrating CT skills into her classroom activities. She adeptly harnesses the teacher training framework provided by Pi Jam Foundation, effectively bridging the gap between block-based programming concepts and the everyday experiences of her students.

This approach enhances their conceptual understanding. It also facilitates practical application within the classroom. Yogita’s unwavering commitment, coupled with the support of Pi Jam Foundation, has yielded remarkable results. Her students actively participated in a Code.org event, showcasing their CT prowess. We at Pi Jam Foundation played a role in this by offering comprehensive CT training, providing platforms to showcase her innovative teaching methods, and offering ongoing support through regular visits and refreshing training sessions.

The culmination of these efforts resulted in Yogita being honoured with the prestigious Ideal Teacher Award from Pimpri-Chinchwad Municipal Corporation (PCMC) for the academic year 2022-23. This serves as a shining testament to the profound impact of integrating CT skills on 21st-century abilities such as problem-solving, creativity, and critical thinking within her classroom.

While teachers like Yogita do their best with resources available to them, a rather disappointing observation emerges in many regions. Here, once-promising computer labs have regrettably transformed into virtual museums. This nomenclature stems from the stark reality that these facilities are seldom used, a disheartening testament to the underutilization of available resources. It also exposes the intricacies of incorporating problem solving, computational thinking, computer science, and creativity as tools into the current education system. It’s not merely about introducing a novel subject. It also entails reshaping the very foundation of education.

The programs that we have developed at Pi Jam Foundation, emphasize on building teacher capacity, contextual toolkits and learning resources, and partnerships with the government at the national level, with NITI Aayog, and with education departments at the state and district levels. So far, we have
developed more than 10 partnerships. From building teacher capacity to enabling the use of technology to aid learning, to using tech as a learning tool is a significant shift we are trying to bring, like the difference between learning to operate a projector or Zoom and developing computational thinking by
learning to program.

In teaching a subject like math, for example, computational thinking helps understand and dissect the mathematical processes involved in teaching core math concepts. In science, they can create tools and models to help students visualize. So, these can become teacher learning materials that teachers can generate themselves. We have also created a course module for computing in Marathi. This was launched with District Institute of Education and Training (DIET), Pune, and Samagra Shiksha. This module includes skills like design thinking and computational thinking.

When we talk in terms of shifts that have been brought about with these partnerships in the existing ecosystem, an example that comes our mind is from our work in the district of Baramullah in Jammu & Kashmir. During the launch of Mission Digital Baramullah there, the District Commissioner, who is a doctor, shared, “Even though I am a doctor I need problem solving skills.” She was aligned and inspired with our vision when she saw our kids were not just applying technology but were applying problem solving skills to everyday problems.

Integrating our pedagogy and training into existing ecosystems like ATL labs, is yet another example. When the apple grader project was selected for the National Technology Week, right from the senior management to the DC to members of Niti Aayog noticed the project. The effort received impetus from local officers as well. There was a cascading effect. Other schools and teachers got inspired to nurture innovation at their levels too.

Last year we trained 50 master trainers. This year we are training around 1,000. This expansion is based on the existing and growing requirement from institutions. This is perhaps a sign that more of them are realizing that this exercise cannot be overlooked anymore. The training modules are also being integrated with the training of vocational subjects. The resource person has been engaged as part of continuous support and maintenance of these labs and has been officially incorporated as part of their existing KPI.

At Pi Jam Foundation, we are on a mission to democratize computer science education. We want to make it accessible to students across India. We believe that every child, irrespective of their background, is born with the potential to be a creator and a problem solver. By redefining learning environments, recognizing the ubiquity of computer science, promoting unplugged creativities, and adopting a holistic systems approach, we are trying to challenge the status quo of education in India.

Coding used to be relatively unknown for a large section of kids, except for a few private schools teaching the subject. Then the Covid-19 pandemic set in. Consequently, with online learning becoming ubiquitous, coding has become a part of everybody’s imagination. What unfortunately remained out of that purview though were skills and meta-skills like computational thinking and logic.

NEP 2020 talks about problem solving, computational thinking, digital literacy, creativity and coding. However, what needs to be done is the integration of these policy imperatives with existing resources and policies of the government. For example, ICT CAL Mission would be happy if the labs were being utilized along with an appropriate and effective curriculum. So, we tied this elaborate work to the digital literacy movement, enabling us to battle this lack of holistic understanding of computer science.

When we started the organization, our idea was quite simple. We wanted to figure out learning, starting with a student, then to a teacher, a school, and then to a slightly larger ecosystem like a block or a district. We have progressively explored this as a clear hypothesis of what works at what level. In the beginning, while we were working with local governments and municipalities, we had initially not engaged with policy makers that intensively. We realized that it is best to directly and collaboratively work with the government to understand their needs, rather than do something in an isolated manner.

We preserve the experimental spirit. For example, we have tried to actively understand through our work, how community participation aids in student engagement and learning. We have also experimented at the level of scale. We have sought to experimentally address the lack of open, free and context-specific resources. Available resources are fantastic, but they are generally of a “global” nature.

The Covid-19 pandemic taught us that these tools are not compatible with the devices most of our children have access to, nor are they contextually appropriate. A child sitting in a village in Parbhani in Maharashtra, with no exposure to the western culture, was suddenly expected to relate to a Santa Claus walking across a path collecting donuts, for example. This did not at all resonate with the lingustic and cultural context for the child. This pushed us to create an opensource platform that was more relevant, contextual, accessible and comfortable. We aim to build this with NDEAR (National Digital Architecture) principles and protocols.

We are an organization that has progressively found itself working with all the layers of the education ecosystem. This means that we operate at depth to create high quality proof points. We operate at the meso layer with teachers, to create a community of model instructors and facilitators. We also work at the policy level, supporting state and government institutions. This has meant a lot of diversity within the organization in terms of working across these levels.

While this diversity in perspectives can be conflicting and challenging, we have tried to learn from this process. You have organizations either working at the policy level or with teacher training, or directly with students. However, at Pi Jam we see ourselves as a sandbox. We picked up a small problem statement. But we have tried going deep into it. This means constant learning as an organization, in terms of feedback from working on the ground and adapting to this feedback.

Students are at the center of this process. As the stories shared by us might have shown, our work has helped build the mindset of students towards better logic to interact with tech tools without fear. Our work with teachers has involved creating a community that can aid the district/block ecosystems. Decision making cannot be sporadic. It relies on the principles we have shared above.

Computer science education isn’t just a subject. It is a medium that empowers the next generation to become critical thinkers, creative problem solvers, and active participants in a rapidly changing world, all the while learning technology through making. As we move further into the digital age, it is vital to ensure that students are not just users of technology, but empowered creators who can shape the future.