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.
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
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.
This is an important information
Based on observational and usage-tracking data, four of the 17 activities available on the XO laptop (Record, Write, Browse Internet, and Paint) represented 88 percent of laptop usage for the XO Camp participants. Moreover, student exploratory usage of the XO declined under the following circumstances: (1) When XO laptop activities were formally introduced as part of a teacher’s lesson plan, (2) when interest in organized group activity increased, and (3) when student focus level was high. This was especially evident during Week 2 of the evaluation, when the fifth-grade class drastically reduced usage of the Paint and Record programs after being formally introduced to the Internet and receiving an essay-writing assignment.