High Quality, Low Cost Education
with the Raspberry Pi
Narasimha Saii Yamanoor
Kenmore, NY, USA
yamanoorsai@gmail.com
Abstract— The Raspberry Pi Single Board Computer (SBC)
family has gained popularity in diverse areas, while education
remains to be the fundamental driver behind the design. Low
cost kits are provided, specifically for education, by the
Raspberry Pi Foundation in conjunction with Google. These kits
and modifications for optimal educational outcomes, and an
enriched experience will be briefly discussed. The tutorial will
consist of examples of projects and code samples that can be
quickly adapted for various learning situations. A hardware list
or BOM, populated and optimized for cost and effective learning
will be provided. The Raspberry Pi family and Arduino Family
can also be used for education, as alternates, or in combination
with the Raspberry Pi Zero and the differences will be
highlighted and discussed. Numerous, continuously evolving web
resources as well as crowdfunded hardware implementations are
available, and the method of adapting them into educational
settings will be briefly discussed.
Keywords—Single Board Computers (SBC); Raspberry Pi;
Raspberry Pi Zero; Education; Low Cost Kits; Arduino;
I. INTRODUCTION
Our objective is to describe the use of Single Board
Computers (SBCs) such as the Raspberry Pi, and
Microcontrollers such as Arduino in creating cost-effective
solutions to promote STEM education in developing nations.
Our experience has been mostly with Raspberry Pi and
therefore we write about that system. This is not a
recommendation and is only a model. Several SBCs and
Microcontrollers are available in the market, and potentially
even new ones can be designed as necessary. A comparison
and an ideal fit for a given set of instructional scenarios are
outside the scope of this work. Several resources are available
for this purpose [16].
The Raspberry Pi line of computers are designed and
manufactured with the objective of improving computer
education, especially at the pre-university level [1,4]. SBCs
have created a revolution, with application ranging from arts
and gaming to education and hobbies to even serious
applications. One of the authors of this publication has
previously installed over 140 Raspberry Pi based audio and
video systems to monitor and aid teachers in an innovative
secondary school setting [21]. Such spirited usage, has rapidly
brought Raspberry Pi to become the third most sold computers
in history, selling 12.5 million units over 5 years [2]. In the
field of education, Raspberry Pi can aid in teaching Computer
Science, general purpose Programming [3] and Computer
Srihari Yamanoor
San Jose, CA, USA
yamanoor@gmail.com
Architecture [4], Engineering, Robotics and other sciences and
hobby project implementations [20].
The Raspberry Pi Computer is a System on Chip (SoC), a
design where a single board carries all the essential circuits,
such as the Central Processing Unit (CPU), the Graphics
Processing Unit (GPU), and several input, output and
processing circuits [4]. The availability of features such as the
General Purpose Input Output (GPIO) pins make the computer
amenable to programming hardware, as well as driving
electronic circuitry and collect data through various means.
This makes the computer capable of being of use in many
different educational areas. The first generation of the
computer came with an SD Card slot to allow for the
installation and use of a suitable version of Linux, either one
made available by the Raspberry Pi Foundation, the Raspbian
OS, or one of the alternates available. The second and third
generation computers have a MicroSD Card slot.
The addition of a keyboard, a mouse and a display monitor,
adaptable directly with HDMI or converted from HDMI to an
alternate form is sufficient to get the Raspberry Pi operational.
Newer models can connect to the internet through WiFi. In
addition, using accessories, termed Hats, internet connection
can also be accomplished through standard wiring. A single
functional Raspberry Pi Unit can be set up for approximately
$100 or less.
Like the Shields, which are essentially Printed Circuit
Boards (PCBs) with specific designs and components
developed to work with the Arduino Microcontroller [22],
several accessories, commonly termed HATs, short for
Hardware Attached On Top, have emerged for use in
conjunction with the Raspberry Pi, encouraged by the
Raspberry Pi Foundation, which has designed the SBCs to be
easily adapted [23]. These accessories allow the adaptation of
the GPIO, or the use of a breadboard, and/or provide other
exclusive enhancements that expand the utility of the
Raspberry Pi Computer. This feature has made the Raspberry
Pi adaptable to several applications.
II. EDUCATIONAL USES IN DEVELOPING NATIONS
The Raspberry Pi’s cost effectiveness and diverse utility
have led to diverse educational and other uses in both
developing and developed nations [5].
S. Uppal [6] created low cost kits, defrayed by a crowd-
funding campaign and used them in instructing secondary
school students in India in programming. RACHEL-PI, is
another innovative use of the Raspberry Pi in the developing
world. The RACHEL-PI is an offline server, run by a
Raspberry Pi, and contains educational material scrubbed from
all over the web that students can learn from [7]. Afrimakers
is a project aimed at distributing Raspberry Pi and Arduino
based kits and create training hubs in 7 African Nations [8].
Other innovative uses resulting from the exposure of students
in Africa to the Raspberry Pi are also notable [9].
There is immense opportunity to deliver effective, practical,
hands-on training through low-cost kits, as demonstrated by
examples in the workshop. One example is detailed in Section
III for illustration.
A. STEM EDUCATION
The United Nations Educational, Cultural and Scientific
Organization (UNESCO) has stated that Science, Technology,
Engineering and Mathematics (STEM) Education is important
for both developed and for developing nations [10]. STEM is
not a concept merely focused on instruction in science and
math. The expectation is that students will be exposed to, and
develop a keen understanding of the relationship between
science, math and their application that creates technology and
engineering methods and solutions[15].
Thus, a high quality STEM program will provide students
with the necessary experiences [15] that help develop an
understanding of the interrelationships and sustain interest in
science and mathematics education. This interest, will also help
mature an interest in engineering and technology education at
the University level. Experiences are obtained through
exercises such as engaging in the assembly of robots, games,
and other application examples that are productive, and
generate excitement and interest.
With the Raspberry Pi Computer or the Arduino
Microcontroller, it is possible to create an entire curriculum,
starting at initial set up and programming progressing towards
sensory inputs and outputs, and later building applications such
as robotics [20]. This approach can provide a better well-
grounded approach than standalone kits that only help build
one application, allowing both instructors and the students to
expand on the instructional material and construct new and
interesting projects. Further advanced applications may involve
the integration of smart phones into these projects, for students
with a higher level of interest in engagement with STEM.
Since the Raspberry Pi can be connected to the internet, the
scope of the projects can be expanded further, provided
internet access exists.
If high quality STEM tools become equally available to
developing nations, as they are to developed nations, those
nations can inspire their own scientists and engineers, to solve
regional problems and improve local economies, rather than
rely on technology transfer and be dependent on developed
nations [11]. According to the World Bank, professionals such
as research assistants, technicians etc. are lacking in the
developing world, as is the prevalence of quality science
education in the general population [12]. Recognizing the
potential for employment, in 2014, the World Bank approved
financing to establish 19 “University based Centers for
Excellence” in 7 countries in Africa [13].
Some developing nations have seen promising efforts
through non-governmental efforts in addition to Global
Organizational efforts and Government efforts. India STEM
Foundation, a non-profit is one such example [14]. Other
examples include efforts in Colombia and Guatemala through
projects by the Humanitarian Engineering Program at Ohio
State University [17]. However, not all developing nations
would have access to such resources. There is also much
unevenness in funding. Low cost options such as the Raspberry
Pi can allow STEM Instructors design their own kits and
inculcate and sustain interest among students. Since the
Raspberry Pi and Arduino are well understood and the volume
of study materials surrounding such architectures are growing
phenomenally every day, which will allow educators to attract
grant funding better.
Other gaps and issues remain, some of which may not be
directly solved through such tools, but exposure to them could
help. Girls face significant challenges when it comes to access
to educational resources, especially STEM resources, as noted
by UN [18].
The authors note that access to STEM education tools is not
of importance solely to students in developing nations. There
are multiple efforts to bring these tools to students in developed
nations. The series of FIRST Robotics Contests, held for K-12
students, annually is a very good example of an established
program. The impact of this program, in terms of sustained
interest in STEM, the number of graduates that went on to
college programs and other positive results has been studied
and reported [24].
However, even in developed nations, access issues remain.
Girls and students categorized under other underserved groups
do lack access to high quality STEM education, which tends to
limit their career choices. Depending on whether it is a
developed nation, or a developing nation issues associated with
STEM education and resource access may vary significantly
[19]. A detailed discussion and comparison is outside the scope
of this work. Detailed analysis of the existing challenges and
some solutions are offered elsewhere [25].
B. RASPBERRY PI FOUNDATION
The Raspberry Pi Foundation is a non-profit that strives to
bring low cost digital education and making tools to the
classroom and elsewhere [28]. The Foundation has created
learning resources in partnership with educators, hobbyists, and
companies such as Google and Microsoft. These learning
resources are made available to educators on the Raspberry Pi
Foundation's website. These learning resources range from
setting up the Raspberry Pi to various project implementations
and examples. They also participated in efforts such as the
donation of Raspberry Pi computers to classrooms in
developing countries.
In addition, the Raspberry Pi Foundation has created
certification programs for educators to teach computer science
in the classrooms [29].
 III. DISSEMINATION OF STEM EDUCATION
The authors have experience creating and disseminating
study materials for autodidactic and instructional settings [3,
20]. The workshop will be organized based on this experience,
to provide the target audience with ample example
implementations that can be adopted as-is, or with
modifications to meet specific objectives for different student
cohorts. It is suggested that the kits and materials used allow
for modular, progressive learning to optimize learning. A
certain number of implementations from readily available
project kits will also be demonstrated. Curriculum creation,
funding and other educational issues are at the discretion of the
educators; however, suggestions will be provided. Cost
estimates for the different STEM projects will also be
provided. A web repository of resources is being published
and will be made available [26]. A brief discussion of the
expected target audience and material presentation follows.
A. Target Audience
Instructors who teach sciences and mathematics to students
in high schools and secondary schools will benefit the most
from the workshop. Others, involved in curriculum design,
planning and fundraising, or those who provide funding for
STEM programs can also benefit from the workshop. To
maximize benefit from the workshop through active
participation, some familiarity with electronics and assembly,
as well as exposure to programming and microcontrollers is
recommended. A drag and drop programming interface will be
used for the programming portion of the exercise, to assist
anyone unfamiliar with programming. Participants are
encouraged to bring their own Raspberry Pi Computers and
accessories if available. Otherwise, kits will be provided for the
duration of the workshop.
B. Raspberry Pi Preparation
While preparatory work is not necessary, a brief outline is
provided to lay out, both in aid of preparation and to exemplify
the proposed flow of the workshop. The following resources
are required to set up the Raspberry Pi:
x Raspberry Pi (any version)
x Keyboard
x Mouse
x Monitor
x USB power supply
x Network connectivity (Wi-Fi, or ethernet
connectivity)
There are different variants of the Raspberry Pi, Model A,
Model B and Model Zero. There are three different
generations of the Raspberry Pi but currently the Raspberry Pi
Model B+ (v2 & v3) [27] are in production along with
Raspberry Pi Zero. Note that this may change later. The
Raspberry Pi 3 Model B+ and Raspberry Pi Zero W come
with a Wi-Fi and bluetooth chipset. For the workshop, the
Raspberry Pi Zero W is chosen to emphasize cost
effectiveness.
C. Workshop Dissemination
The work is expected to be performed through self-
direction. Ample support and direction will be provided
throughout. Instructional materials with visual aid will be
provided. All instructional and support materials will be
provided through a web repository [26]. This can serve as a
model for a specific subset of STEM classroom work.
D. Example Tutorial
A simple implementation example using the Raspberry Pi,
can serve as a warm-up exercise, and is described here. The
goal of this tutorial is to use the Raspberry Pi to make an LED
attached to a breadboard to go on and off (blink) at a particular
frequency. The following supplies are required for this tutorial.
Materials will be provided for use during the workshop:
თ Raspberry Pi Zero W
თ Breadboard
თ Jumper Wires
თ LEDs,
თ Resistors
თ Power supply for the Raspberry Pi
The Raspberry Pi should be set up, powered up, then
powered down, and a connection should be established
between the LED and the Raspberry Pi. Figure 1 acts as a
reference. The Raspberry Pi is shown in green, and the
Fig 1: LED set up for Raspberry Pi Blinking Tutorial.
The cathode of the LED, which is the shorter lead of the
LED should be connected to the GPIO pin 4 and the anode,
with the longer lead connected to the 5V as shown. A 220
ohms resistor must be used to limit the current. The
calculation of the resistor value might be a good exercise in a
classroom setting and is well described [30].
A program called Node-RED ideally suited for use where
students might have limited prior programming experience,
will be used for this exercise [31]. This program uses a flow-
based programming interface, alternately known as a drag-
and-drop programming interface, with a simple installation
and initiation process [31]. Robotics is a staple of STEM programs in schools and we
Once initiated, Node-RED is accessed via the browser recommend instructors include at least one exercise in their
using the following address: http://raspberrypi.local:1880 . program. To help with an understanding of the resources,
The programming snippet required to complete the LED timelines, and other aspects of this exercise, one will be built
blinking will be provided with the workshop resources [26] during the workshop. To allow for a better understanding of
and is also available on the Node-RED website [32]. The pin project expenses, we priced the construction of a simple robot
that requires to be set can be set using the visual interface. and have provided estimates in Table 1.
When the display button is clicked, the LED blinks once a Such cost estimates will be presented throughout the
second. Exercises for students can include changing the workshop, along with where such resources can be purchased.
frequencies, blinking multiple LEDs and others. This can help instructors during grant requests and curriculum
planning.
IV. FUTURE WORK
Our goal is to participate in the global effort to democratize
STEM education. Our current work spans prominent STEM
instructional hardware and software such as Arduino,
Raspberry Pi and Python. We will continue to expand our work
to include other free, open source and cost-effective STEM
tools or tools amenable to instruction. We also recognize the
need to customize tools for further underserved groups such as
Fig 2: The Node Flow Programming Interface
girls and students with physical or learning disabilities. This
There are several other methods to arrive at this result. The will be part of our ongoing focus. We plan future Workshops
authors describe one in [20]. This method was chosen to and Publications to facilitate educations in disseminating
STEM education to underrepresented groups.
introduce instructors to a simple drag-and-drop programming
interface, as one other method of instruction.
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