There are two important videos about the One Laptop Per Child Program in Peru. The first video is about the implementation of this Program in the highland of Peru. You can see the implementation of this project and how the students are working with this tool to improve their learning. The second video is about the implementation of this Program in the lowland regions.
Today, May 17 in the World is the Internet Day. That is why in different countries around the World there are activities such as conferences, meetings, visits to Universities and also activities on line. In 2006 the United Nations approved May 17 of each year as World Telecommunication and Information Society Day.
The number of Internet users in the World are the following: In North America there are 259 millions of users, in Latin America y The Caribean 186 millions of users, in Africa 86 millions of users, in Europe 425 millions of users, in Asia 764 millions of users and Australia 21 millions of users.
The most important milestones of Internet are the following:
1969: Through Arpanet three universities in North America were connected.
1972: The first public demostration of Arpanet.
1994: Jerry Yang founded Yahoo.
1998: Sergey Brin y Larry Page founded Google.
2000: There were 20 millions of websites.
2004: Marck Zuckerberg founded Facebook.
2005: Youtube was founded.
2010: There are 1,700 millions of Internet users.
First of all, it is very important to mention that basic education in Peru has three levels. The first level is pre school, students that attend this level are 3, 4 or 5 years of age. The second level is the primary school, usually students are six years old in this level. Primary school starts when children are 6 years of age. The third level is the secondary school, students study in this level five years.
In order to know the quality of the education, the Ministry of Education in Peru developed a national evaluation. This was developed in 2004. The main results about this evaluation were the following:
1. In the second grade of primary education, 15,1% of students got a good performance in reading comprehension. 15,2% of school girls got a good performance and 15,1% of school boys got the same level of performance. 9,5% of students from public schools got a good performance and 48,5% students from private schools got a good performance . This means that more or less half of students of private schools got a very good performance. According to urban and rural standards, 14,5% of students of urban areas got a good performance and 2,5% of students of rural areas got a good performance. Therefore the bad performance in primary school is focused on public schools and rural schools.
2. In the second grade of primary education, 9,6% of students got a good performance in math. 8,3% of girls got a good performance and 10,9% of boys got a good performance . 6,1% of students from public schools got a good performance and 30,4% students from private schools got a good performance. According to urban and rural standards, 8,8% of students of urban areas got a good performance and 2,4% of students of rural areas got a good performance. Therefore the bad performance in primary school is focused on public schools and rural schools.
As we can see, the last national evaluation was developed in 2004. After this date we do not have additional information on the performance of the students. Last year, Peru participated in the Programme for International Student Assessment (PISA). In this evaluation 280 secondary schools were evaluated (schools with 15 years of age students). The evaluation was about reading comprehension. In Peru there is a lot of expectation about the results of the PISA. In 2001, the results from PISA were very bad for Peru. But lately the Ministry of Education and other organizations implemented different projects and programs to improve the quality of the education.
You can see the countries that participated in PISA 2009 here
There is research about the One Laptop Per Child Program in Ethiopia. In February 2010, a report about this research was developed by Marton Kocsev, Nina Hansen, David Hollow and Magda Pischetola of the Groningen University in the Netherlands.
It is very important to acknowledge that research on One Laptop Per Child Program have developed primary effects. This means about the educational outcomes such as the grades of the students and other issues. But also there is an important research on the secondary effects of the One Laptop Per Child Program. These secondary effects are related to the psychological, social and cultural changes. These secondary effects were studied in Ethiopia.
The results about this important research in Ethiopia, are the following:
1. Regarding to primary effects, the results indicate that there is initially changes.
2. Regarding to secondary effects, there are changes in self concept, changes in cultural beliefs and in the social networks.
Therefore this important research about the One Laptop Per Child Program, is about the secondary effects. This means that there is not only primary effects in this kind of programs, there are also secondary effects. That is why is very important consider the secondary effects regarding the psychological, social and cultural changes. These changes are different depending the country where we are evaluating. For example, in Ethiopia in the primary education, a teacher works with 60 students and in Peru in the primary education a teacher works with 40 students. Also, in Peru 98% of students are attending primary schools while in Ethiopia 60% of students are attending primary schools.
If you need more information about the research of One Laptop Per Child Program in Ethiopia, you can get the information here
The study found that 34% of population access Internet from their homes. 28% of population use Internet every day, 15% use it every two or three days and 6% two or three times a month.
About the activities that people do when surfing the Internet, the outcomes were the following:
- 93% people use the Internet for searching information,
- 79% use the Internet for e-mailing, 72% for chatting,
- 63% for downloading music, videos and pictures,
- 35% use it for Wikipedia and
- 21% to participate in courses on line.
Fifty-seven percent of people in Lima access Internet from public booths, so out of 10 people, 6 people use the Internet from public places, especially in the poor places of Lima. Other important information in this research is that 78% people have an account of e-mail, it means that out of 10 people in Lima, 8 people have an account of e-mail. 94% people have an acoount of e-mail in Hotmail, 21% in Yahoo and 18% in Gmail.
About the use of social media in Lima, 47% people have access to Hi5, 22% people have access to Youtube, 20% people have access to Facebook, 7% have a blog and 1% have access to Twitter.
This important study was developed by the Instituto de Opion Publica of the Pontificia Universidad Catolica del Peru.
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.
Education has news perspectives in the Network Society
Education in the world is changing. Every day teachers are using news technologies and Internet to teach in different issues. In this video, you can see the aspects that are changing, what is the goal of education and how teachers are using tools to teach in an environment where young people have access to computers and Internet, also to other social media such as Facebook, Twitter, Hi5, etc. For instance, in Canada there are schools that use Internet to prepare classes for students. Parents also, can participate through Internet looking about the progress of students. The incorporation of new technologies is very important in the educational system, especially in low income countries where the educational level is not effective.