Craig Mod visited Ghana recently to check on the progress of Worldreader, an organization dedicated to distributing digital books to children and families in places like Rwanda, Ghana, and South Africa.
Those of us who work in technology tend to take religious-like stances over its ability to change the world, always for the better. My paranoia of trickery comes from an inherent suspicion towards technology, and an even deeper suspicion of presuming to know better. It’s too easy to fall into the first-world trope of “all the poor need is a little sprinkling of silicon and then everything will be fine.” It’s never that simple. Technology is, at best, the tip of the iceberg. A very tiny component of the work that needs to be done in the greater whole of reforming or impacting or increasing accessibility to education, first-world and third-world alike. Technology deployed without infrastructure, without understanding, without administrative or community support, without proper curriculum is nearly worthless. Worse than worthless, even — for it can be destructive, the time and budget spent on the technology eating into more fundamental, more meaningful points of badly needed reform.