Research results about One Laptop per Child in communities of Peru, developed in December 2009
The research was developed by Carlos Laura Quispe and Edgar Bolivar Diaz from the Consorcio de Investigación Económica y Social of Peru. This study aimed to identy facilitators and barriers that arise from the introduction of One Laptop Per Children Program in Peru, specifically in rural Peru. The program has three years of implementation. The research was developed in Arequipa and Puno. These regions are in the mountain in Peru.
The facilitators of the implementation of the Program are the followings:
1. TEACHER BELIEFS.-
- The teachers that participed in this study said that the technologies such as computers and Internet have important effects on the education process and learning.
- Technology can improve the learning process specially when a teacher is working with students of different grades. For example when a teacher works with students of 1st. grade and 2nd. grade at the same time. Also, there is a change about the importance of the new technology in the classroom.
2. AVAILABILITY OF NEW TECHNOLOGIES.-
- Teachers and students have access to a network of information and communication anywhere and specially in remote areas of Peru.
- Students who use laptops are changing their learning process. For instance they are working in teams and developing news skills.
- Students consider that laptops have high value.
- Teachers consider that laptops and Internet are an important aspects in their development as educators.
3. MOTIVATION OF STUDENTS TO USE A LAPTOP.-
- Students have a high motivation about the use of laptops in their educational activities. For instance, students are attending their classes, and they do not miss the classes.
- This study also found that there is more interaction and communication among students.
4. ACCESS TO DIFFERENT THINGS.-
- When students are using laptops, they can get a lot information about different issues, and also they can have access to radio, television, magazines, news, pictures, videos, plays, etc.
The barriers that were identified in the research are the following:
1. LACK OF TRAINING TO TEACHERS.-
- Teachers do not have basic skills to use the laptop.
- They do not receive training on new technologies.
- Teachers specially in the rural areas do not know how to use of the laptop and about the techniques and methodologies in the classroom whith the use of the laptop.
2. LOW LEVEL ON TEACHERS’ PERFORMANCE.-
- The majority of teachers are not in the digital society, that is why they do not know how use the Laptop.
- Teachers are moving out from one place to another, this is not convenient to follow up learning activities with students that are using the Laptop.
- Teachers have two positions in their schools, they are teachers but also principals. The two jobs they have do not let them to have much time to learn about technologies.
- Teachers encounter technological problems that do not know how to solve when working with laptops.
- There are moments when the use of laptops by children cause indiscipline in the classrooms that does not allow to achieve the goals of the educational activities with the use of the laptops.
3. TECHNOLOGY INFRAESTRUCTURE.-
- In this Program in the research they found that there are computers that do not work, this is a big problem, because in the rural areas there is not technical assistance to fix the laptops.
- The amount of the laptops are not the same than the amount of students. For instance, there are three students per each computer. This does not allow that students pay attention in the classroom.
- Internet conectivity in rural communities is not as good as in the cities.
4. LOW LEVEL OF TECHNICAL SUPPORT AND MONITORING.-
- There is no a supervision and monitoring of teachers who use the laptops.
This study is very important and it contributes to improve the education in the world and specially in Peru in the rural areas. This information should be shared with investigators and educators.
You can download this study here