Based on our findings from an ongoing pilot with shared computers in rural primary schools in Uttar Pradesh, India since 2001 and two follow-up field studies in the same schools in 2004, we propose some principles for designing educational technology for developing countries as hypotheses. They include constructivist, small-group collaborative learning through digital storytelling and integrating paper- with computer-based practices. We also discuss the need to balance pedagogy, usability and mobility.