Friday, February 17, 2012

New Publication: "Una Laptop por Niño" in Peru Evaluation

The use of technologies in education is not a magic and rapid solution through which educational problems and challenges can be solved with the simple acquisition of technological devices and systems. Improving the quality of education remains one of the main issues in political agendas for all countries, especially developing ones. The main task for policy makers continues to be finding comprehensive and systemic solutions, focused on students and their learning, for which the use of technology will be a key and unavoidable, but instrumental, among other activities and strategies for achieving the proposed objectives.

The lack of educational use and of new learning practices among teachers and students explain the absence of improvement in learning tests and the moderately positive results in the development of cognitive skills. The evaluation found a higher level of teachers´ satisfaction and moderately positive results in the development of students' analytical skills. On the other hand, lack of connectivity, the limited amount of available educational resources on the machines, and doubts concerning the possibility of using the computers at home, have detracted learning opportunities from students. 


The Government of Peru implemented the "One Laptop per Child" (OLPC) program with the aim of improving the quality of education, prioritizing student development and emphasizing teacher training for the pedagogical use of technology in rural areas. Peru was one of the pioneers in adopting the "One Laptop per Child" (OLPC) Foundation approach and it has made a considerable investment in this program, with 900,000 beneficiary children in 5,000 low socio-economic level schools in 2011.

The Government of Peru and the Inter-American Development Bank have collaborated to develop an experimental evaluation of the "One Laptop per Child" program.

The evaluation of the program started in 2009. It used a sample of 318 rural multi-grade schools that were eligible to participate (had electricity, more than one teacher, and had not previously received laptops), among which 209 schools were randomly assigned computers. The control group was comprised of the remaining schools. A group with which the results of the tests would be compared and whose differences might be attributable to the impact of the program. The comparison between the treatment and control schools shows that student, teacher, and contextual characteristics were very similar. The only significant difference was school participation in the program.

This document presents the main findings of the evaluation and proposes some lessons and challenges that this type of intervention presents for the development of education in Latin America and the Caribbean.

You can download the publication HERE.


44 comments:

  1. This comment has been removed by the author.

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  2. The thing is, we have to make sure our kids know that the laptop is for learning. Otherwise, they'll just see it as something to play games on or decorate with macbook pro decal stickers.

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  3. If they plan to give more then I suggest that they look for laptops for sale. The only thing that I don’t like in this program is when young generation will find it hard to write because they will be using computers every day.

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  4. Aside from buying the best laptop for students, they should also consider buying the best wireless modem. If the school can provide the best equipments then they can do their tasks easier.

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  5. In my opinion, it's not a matter the more equipment or hardware or software neither. Is a problem of pedagogy: What do you want to produce is a change in learning results, and that require a systemic approach, not just pieces and parts.

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  6. I hope that they will just continue providing laptop for children. This can make a big difference if they help schools that cannot afford PCs.

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