Pi Jam

Samuhik Pahal (SP): Please share with us the challenges of working on computing with underprivileged school children from remote, underserved villages. Venkat Natraj Ramasamy (VNR): Asha for Education has 60 chapters across the world. I represent Asha Chennai. There are about 11 chapters in India, the rest of them are across the world. Most of […]

A conversation with Venkat Natraj Ramasamy reveals the need for coupling interventions in computational thinking in India’s classrooms with work on building digital literacy, given the low levels of access to technology in the country, and the importance of unplugged activities.

A conversation with Sonia Garcha demonstrates the need to go beyond digital literacy and ICTs while designing interventions in CS education for India’s classrooms, and why we need to keep both teachers’ agency and the perspective building of education leaders at the center of our work.

In a wide-ranging discussion on STEM/CS education, Akshay Kashyap and Nirbhay Lumbde provide the funders’ perspective on these themes and share how equity and program effectiveness are growing areas of focus and action.

In the “Insights” section, Heera Basnet captures practitioners’ voices from the ground.

In their article titled “Happily bridging the computational thinking divide,” Supriya Dey and Vaishnavi Gupta show how it is possible to make contemporary innovations on computational thinking in Indian classrooms inclusive of the visually challenged.