Microfinance is an inherently social process. Over the years, it has emerged as an essential means for providing financial services to the "underbanked" population in developing countries. This paper presents a qualitative study focused on understanding existing cooperative practices associated with microfinance in rural Sri Lanka. Through semi-structured interviews, group discussions and visits to microfinance centres, we found that microfinancing involves much more than financial transactions, rather it is strongly habituated in the sociocultural fabric of communities. Our findings show that three factors affect the cooperative process of microfinancing: trust and credibility, community support, and familial assistance. Using examples from the field, this paper discusses the importance of these factors in microfinance activities and contributes an elaborated account of cooperative practices that support microfinance processes. We also highlight how the local sociocultural structures and practices shape the way microfinance processes are being handled. We contribute towards an in-depth understanding of such practices that can be useful for microfinance institutions (MFIs) and technology designers. Consequently, we advocate for an intermediary path for technology interventions where technology and people work together rather than technology replacing people.
Information and Communication Technology has become a vital part in the nontraditional teaching and learning environment in primary education. There is an abundance of research work that describes success stories of the practical application of information technology in primary education. Even though it is easier to motivate these young learners in the developed world to use computers, it is an arduous task in developing countries like Sri Lanka due to reasons such as the applications not in being in the local context which in turn has demotivated learning facilitators to make use of computing aids in teaching programs. This paper highlights some of the issues that the primary students of developing countries are facing, the current educational systems and the role of technology and the game based learning paradigm in primary education. It also discusses the use of computer games in teaching and learning with an analysis of different types of games such as simulations, serious games and edutainment systems. Furthermore the paper discusses the technological aspect of learning and the opportunities that arise with the introduction of tablet computing devices. Finally the paper discusses the possibility of an ICT enabled Learning Environment in primary education which supports a pedagogy focused on tablet based games and managed through a Learning Management System.
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