This ITiCSE Working Group (WG) has two goals: first, to increase awareness of computing education research in the African countries, and second, to create and strengthen connections between computing education researchers in African countries and those in the larger computing education research community.

In this paper, we present an approach to bounded optimal planning and flexible execution for a robot team performing a set of spatially distributed tasks related by temporal ordering constraints such as precedence or synchronization. Furthermore, the manner in which the temporal constraints are satisfied impacts the overall utility of the team, due to the existence of both routing and delay costs. We present a bounded optimal offline planner for task allocation and scheduling in the presence of such cross-schedule dependencies, and a flexible, distributed online plan execution strategy. The integrated system performs task allocation and scheduling, executes the plans smoothly in the face of real-world variations in operation speed and task execution time, and ensures graceful degradation in the event of task failure. We demonstrate the capabilities of our approach on a team of three pioneer robots operating in an indoor environment. Experimental results demonstrate that the approach is effective for constrained planning and execution in the face of real-world variations.

This paper describes a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations and lessons learned from the field studies.

This paper addresses the challenges and benefits of undergraduate robotics education in technologically underserved communities. We present two robotics courses that the authors designed and taught in Qatar and Ghana. While different in context and setting, these courses share a similar structure and approach. We describe and analyze our experiences in the two case studies, and extract lessons that are relevant to others teaching robotics; especially in underserved communities. We also address the impact of these courses on the local communities and the broader academic community

The growing demand for technological innovation to enable empowerment of developing communities requires new and creative educational initiatives. Thus, well designed higher educational initiatives geared towards appropriate technology for developing communities can have a significant global impact. This paper presents the challenges and benefits of three higher education initiatives in Sri Lanka, Ghana, and the USA that focus on innovating and implementing relevant technology for developing communities. The authors examine the potential intersections of robotics and its component technologies with education and sustainable development. The paper concludes with an assessment of factors that contribute to the success of higher educational initiatives designed to enable technology relevant to developing communities.