does 1-1 help to bridge the digital divide in education?
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One to one case study in Paraguay . Does 1-1 help to bridge the digital divide in education?. Cecilia Rodríguez Alcalá. The one to one model reduces the digital divide by catalyzing an ecosystem for beneficieries to develop 3 stages of digital fluency : - PowerPoint PPT PresentationTRANSCRIPT
Does 1-1 help to bridge the digital divide in education?
Cecilia Rodríguez Alcalá
One to one case study in Paraguay
The one to one model reduces the digital divide by catalyzing an ecosystem for beneficieries to develop 3 stages of digital fluency:
a) Information & communicationb) Life competenciesc) Construction of knowledge
2.8%
97.2%
YESNO
6.5%
93,5% YESNO
10.0%
90.0%YESNO
5.0%
95.0%YESNO
Schools with computer access
Schools with internet access
Homes with internet access
Homes with computer access
Digital divide in Paraguay
General Country Information
GDP (in billions of $) 16.1Population (million people)
6.24
Poverty rate (porcentage) 32
Source: CEPAL 2007, , Wolfram Alpha 2008 , CIA World Factbook 2009.
Caacupé: Paraguay's first Digital CityPublic private partnership9000 children and teachers36 urban & rural private and public schools
Digital fluency will be discussed in terms of stages which are categorized into three main levels of complexity.
Time frames are estimates according to the one to one experience in Paraguay (still being tested).
The data provided is from an initial study financed by de IDB in sept. 2009, 4 months after the deployment of 3880 laptops in Caacupé. The external evaluating firm worked with a sample of 1284 children and 38 teachers.
Children Teachers
Digital fluency and 1:1 learning
14.7%
85.3%
NOYES
84.8%
15.2%
NOYES
89.2%
10.8%
NOYES
Children with IT knowledge or IT skills (1st grade)
Children with IT knowledge or IT skills (2nd to 6th grade)
Teachers who used computers 9.6%
90.4%
NOYES
Teachers who had anemail account/searched the internet
Stage 0: before the intro of the 1:1 model
Source: ALDA Foundation 2009
STAGE 1:
access information interpret and share their findings, receive support from a global, interconnected community of learners.
are familiarized with the use of basic Sugar activities, the school server and the Internet.
1-4 months after the deployment
26.0%
74.0%
NOYES
Stage 1 Creating a community of learners: families, volunteers, academics,Programmers, NGOs, experts... reducing the socioeconomic & edu divide.Ex: communication with migrant families, Sugarlabs.
Before: geographic &
knowledge gap
After: solidarity network, domino
effect
Parent’s who identify the need of learning how to
use a computer
Stage 1Affective benefits refer to our attitudes to school, teachers and classrooms. If students enjoy going to school, they will learn better.
Self esteem, motivation ...
7%
93%
NOYES
Teachers satisfied with their work
22%
78%
NOYES
Directors satisfied with their work
12%
88%
NOYES
Teachers who manifest the importance of intro IT to their
classrooms
Source: ALDA Foundation 2009
29.0%
11.0%
29.0%
29.0%
2.0%
Promotes learning
Child center
Expands knowledge, provides information
Teaching tool
Did not answer
4.0%
96.0%
NOYES
50.7%
21.1%
14.1%
14.1%
Improves knowledge technology.
Challenge
Personal satisfac-ction.
Lot of work
73.7%
26.3%
NOYES
IT use by DirectorsOne to one as means towards personal and professional growth (teachers)
IT as an important resource for teaching-learning (teachers)
Stage 1
Source: ALDA Foundation 2009
Teacher attitude towards IT in the classroom
Stage 2: acquire life competencies with tools designed to promote both personal expression and reflection, collaboration and discovery through the creation of innovative projects.
start shifting their learning strategies towards more collaborative group settings and gradually integrate different ICT strategies across subject areas.
4-12 months after the deployment
Stage 2: Life competencies
Individual: Students identify and propose solutions to technical problems, demonstrate a proactive attitude in the discovery of higher level applications and self determination in content creation.
Stage 2: Students acquire social competencies: collaboration & group discovery inside & outside the classroom. Ex: formation of clubs.
.Project Fairs: solving community problems and requiring action from parents and local authorities.
Nothing in our children's future resembles office work from the 1970s – Walter Bender
Sugar was designed for
children to learn to learn... it is in
constant evolution...
The Journal: assessment tool that contemplates the process behind every work in chronological order. What did you do? How did you do it? What did you learn? Is it portfolio worthy?
Stage 2: self evaluation and peer critique
Stage 3: Develop metacognitive and transferable skills when
they become active at constructing knowledge by utilizing multimedia programs, animations, simulations and software programming.
Create and debug code with their colleagues and catalyze the development of powerful ideas.
Electracy: the 'kind of 'literacy' or skill and facility necessary to exploit the full communicative potential of new electronic media such as multimedia, hypermedia, social software, and virtual worlds.”
7 months onward
Children can produce geometric
pen trails from programmable turtles (or other figures ie CARS!).
Stage 3: Constructing knowledge
Visual languages rather than text based allow kids to spend their time in higher order problem solving rather than syntax.
Visual languages rather than text based allow kids to spend their time in higher order problem solving rather than syntax.
Flexible platform for trial and error.
Stage 3: Multimedia authoring tools are increasingly interactive and programmable: images, videos & sounds
Students can identify sounds, edit music, compose & create sounds and instruments
Students learn a computer's programming and modify existing code
Stage 1:
Explore their own interests and are attracted to numerous games, 137 plus Sugar activities and social networks. Learn how to search online and start developing a criteria for info analysis by utilizing the school server & free internet available to the entire community.
Are familiarized with ICT functionalities but require assistance from their peers and students to solve technical problems. Most have difficulties integrating the curriculum with complex Sugar activities.Stage 2:
Create lesson plans with an interdisciplinary outlook, role shift to a facilitator in the classroom. Participate in digital forums and online communities. Organize community fairs and clubs.
Generate content and share their works through mailing lists, blogs, photo sharing, forums and school webpages. Engage in higher level activities and develop interactive presentations.
Concluding Remarks
Stage 3: Still in progress..
“Teachers will increasingly need to orchestrate complex contexts for literacy and learning rather than simply dispense
literacy skills, since they will no longer always be the most literate person in the
classroom.” Challenges→ Games/pornography→ Social Networks – restriction vs. blockage→ Misconceptions/poor teacher preparation ie H1N1, spelling mistakes → Teacher trainings→ Technical problems
60.6%21.2%
7.1%
2.0%9.1%
More trained
Provide knowledge and opportunities for students
Overcome their dif -ficulties
Acquire a printer
Did not answer
Teacher’s Expectations for 2010
Source: ALDA Foundation 2009
Reducing the digital divide through the one to one model also helps to reduce the non digital divide in education...
Before After
Classes were suspended during rainy days. Frequent teacher strikes. Lowest school hours in the region: 180 h/year.
Schools open during rainy days and weekends.
Only 20% of students had their National ID Cards
90% of students had their National ID Cards
Instructionist teaching method: students spend 80% of their time copying and memorizing.
More interactive teaching method; role reversal. Reflection and participation during school hours. Extracurricular activities.
Teacher training during school days. High degree of theoretical content.
Teacher training during vacations. E-learning platforms (i.e. Plan Ceibal collaboration). Hand-on approach.
Poor school infrastructure. Old and worn-out furniture.
Individual desk vs. work centers. New furniture. Refurbishing of bathrooms, ceilings, etc. done by parents.
Thank you!
Visit us: www.paraguayeduca.org