how does the one laptop per child initiative impact children, teachers, and the community?
DESCRIPTION
Slides for my presentation at the Japan Comparative Education Society conference held at Sofia University, Tokyo, Japan on July 7, 2013. Presented at session IV-9 Development and Education.TRANSCRIPT
How does the One Laptop Per Child Initiative Impact Children, Teachers, and the Community?
Japan Comparative Education Society49th Annual ConferenceIV-9 Development and EducationJuly 7, 2013 12:30 - 13:00 Yamaguchi-Takada Lab Shinobu Yamaguchi John Auxillos
The Yamaguchi-Takada Lab holds the copyright of all images in this presentation unless otherwise specified.
Findings from a Mixed-Methods Research in Mongolia
Slides Available Here: http://goo.gl/KPJK7
1Sunday, July 7, 13
OutlineBackground - 3 minMethodology - 3 minFindings - 12 min 1. Community 2. Teachers 3. Children • Case of Tsast-AltaiConclusion - 2 minQ&A - 10 min
2Sunday, July 7, 13
Presentation Focus“ICT in Education”
3Sunday, July 7, 13
Computer Aided Instruction
One-to-One Learning
Presentation Focus“ICT in Education”
3Sunday, July 7, 13
Computer Aided Instruction
One-to-One Learning
Presentation Focus“ICT in Education”
3Sunday, July 7, 13
Background
4Sunday, July 7, 13
5Sunday, July 7, 13
US Based Non-Profit OrganizationSpin-out from the MIT Media Lab
5Sunday, July 7, 13
Why?
5Sunday, July 7, 13
Why?
- One Laptop Per Child Mission
“empowerment of world’s poorest children through education”
5Sunday, July 7, 13
How?
6Sunday, July 7, 13
How?“provide each child with a rugged, low-cost, low-power, connected laptop... for collaborative, joyful, and self-empowered learning”
- One Laptop Per Child Mission
6Sunday, July 7, 13
What?
7Sunday, July 7, 13
What?
“we have designed hardware, content and software”
XO1- One Laptop Per Child Mission
7Sunday, July 7, 13
“we have designed hardware, content and software”
Media 1 GB flash memoryOperating system
Fedora-based (Linux) with Sugar GUI
Power NiMH or LiFePO4 removable battery packCPU AMD Geode LX700 Clocked at 433 MhzMemory 256 MB DRAMDisplay dual-mode 19.1 cm/7.5" diagonal TFT LCD
1200×900Input Keyboard, Touchpad, Microphone, CameraCamera 640×480; 30 FPSConnectivity 802.11b/g /s wireless LAN, 3 x USB 2.0,
MMC/SD card slotDimensions 242 mm × 228 mm × 32 mmWeight 1.45 kg-1.58 kg
XO1- One Laptop Per Child Mission
7Sunday, July 7, 13
“we have designed hardware, content and software”
Media 1 GB flash memoryOperating system
Fedora-based (Linux) with Sugar GUI
Power NiMH or LiFePO4 removable battery packCPU AMD Geode LX700 Clocked at 433 MhzMemory 256 MB DRAMDisplay dual-mode 19.1 cm/7.5" diagonal TFT LCD
1200×900Input Keyboard, Touchpad, Microphone, CameraCamera 640×480; 30 FPSConnectivity 802.11b/g /s wireless LAN, 3 x USB 2.0,
MMC/SD card slotDimensions 242 mm × 228 mm × 32 mmWeight 1.45 kg-1.58 kg
This was back in 2005.
XO1- One Laptop Per Child Mission
7Sunday, July 7, 13
greater than 100,00010,000-100,0001,000 to 10,000100-1,000less than 100
source: http://wiki.laptop.org/go/Deployments8Sunday, July 7, 13
greater than 100,00010,000-100,0001,000 to 10,000100-1,000less than 100
53 Countries~2,000,000 XO Laptops
source: http://wiki.laptop.org/go/Deployments8Sunday, July 7, 13
greater than 100,00010,000-100,0001,000 to 10,000100-1,000less than 100
53 Countries~2,000,000 XO Laptops
source: http://wiki.laptop.org/go/Deployments8Sunday, July 7, 13
greater than 100,00010,000-100,0001,000 to 10,000100-1,000less than 100
53 Countries~2,000,000 XO Laptops
12,100 XO1s47 Schools
Distributed in 2008
source: http://wiki.laptop.org/go/Deployments8Sunday, July 7, 13
greater than 100,00010,000-100,0001,000 to 10,000100-1,000less than 100
What happened to the OLPC initiative in Mongolia?
53 Countries~2,000,000 XO Laptops
12,100 XO1s47 Schools
Distributed in 2008
source: http://wiki.laptop.org/go/Deployments8Sunday, July 7, 13
Mongolian Education Reform• Collapse of USSR (1991)
– Decentralization and democratization
– Transition into market economy
– Economic shock all sectors– Decreasing the national
budget
Issues of the Education Sector– fall in enrollment– increase in dropout rate up to 8.8%– deterioration of facilities– lack of training materials– under-paid teachers– no investment in the sector (i.e. no
single school or dormitory was built)– closure of many rural school
dormitories
Policies related to education reform – New Education Law (1993, 2003)– New Educational Standard (2005)– Mongolian Government Action Plan (2008-2012)– Education Master Plan (2006-2015)– Information and Communication Technology in Education Policy (2012-2016)
9Sunday, July 7, 13
ICT in Education in Mongolia
ICT Related Policies– Education Master Plan
(2006-2015)– Amendment on New Education
Law (2012) – Information and
Communication Technology in Education Policy (2012-2016)
World Bank: Supplement Rural Educationand Development Project (Netbook Project)
Supplement Rural Education and Development (READ) Project
JICA Grassroots Project: Sustainable Use ofICT to Improve the Quality of Education in
Rural Mongolia
MEXT: Sustainable ICT Use in Education:Introducing Technology to Assist Teacher
Professional Development (Phase I) (Phase II)
World Bank FTI-ICT project on ‘Level-up’ training on advanced level of ICT for primary school teachers
ACCU : Promoting Sustainable Development in Educationthrough UNESCO Development Project in Mongolia
UN Human Security Fund “Rehabilitation ofBoarding Schools and Provision of Refresher
Training Course for Headmasters and Teachersin the Dzud affected Gobi Desert provinces”
ADB IIROM: Education Sector Reform Project
200320042005
2007
20092010
20122013
2017
20032004200520062007200820092010201120122013
2014201520162017
10Sunday, July 7, 13
Methodology
11Sunday, July 7, 13
1.Treatment-control comparison (before and after, with and without OLPC)
2.Attitudinal comparison (computer disposition)
3.Understand the experiences of the users (children, teachers & community)
Mixed Methods Research Design (1)
12Sunday, July 7, 13
2008
2013
2012
2011
2010
2009
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced2008
2013
2012
2011
2010
2009
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
2008
2013
2012
2011
2010
2009
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
2008
2013
2012
2011
2010
2009
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
7Paired
non-OLPC schools
7Paired
non-OLPC schools
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
7Paired
non-OLPC schools
7Paired
non-OLPC schools
Pairing Strategy• nearby school (similar conditions)• on the advice of local education specialists
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
7Paired
non-OLPC schools
7Paired
non-OLPC schools
Pairing Strategy• nearby school (similar conditions)• on the advice of local education specialists
Analysis• difference-in-differences (DID) to measure treatment over time• average school student learning achievement test scores
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
Computer Attitude Measure For Young Students(Teo & Noyes 2008)
Computer Disposition1) perceived ease of use2) affect towards computers3) perceived usefulness
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
7Paired
non-OLPC schools
7Paired
non-OLPC schools
Pairing Strategy• nearby school (similar conditions)• on the advice of local education specialists
Analysis• difference-in-differences (DID) to measure treatment over time• average school student learning achievement test scores
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
Computer Attitude Measure For Young Students(Teo & Noyes 2008)
Computer Disposition1) perceived ease of use2) affect towards computers3) perceived usefulness
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
7Paired
non-OLPC schools
7Paired
non-OLPC schools
Pairing Strategy• nearby school (similar conditions)• on the advice of local education specialists
Analysis• difference-in-differences (DID) to measure treatment over time• average school student learning achievement test scores
Analysis• descriptive analysis• significant tests of means
Mixed Methods Research Design (2)
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
Computer Attitude Measure For Young Students(Teo & Noyes 2008)
Computer Disposition1) perceived ease of use2) affect towards computers3) perceived usefulness
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
7Paired
non-OLPC schools
7Paired
non-OLPC schools
Pairing Strategy• nearby school (similar conditions)• on the advice of local education specialists
Analysis• difference-in-differences (DID) to measure treatment over time• average school student learning achievement test scores
Analysis• descriptive analysis• significant tests of means
Mixed Methods Research Design (2)Interviews & Focus Group
Discussions at the Schools
13Sunday, July 7, 13
introduced World Bank Rural Education And Development ProjectNational Achievement Test of Mathematics and Reading n=4,750 5th Grade Students 166 Schools from all Regions (12 selected as OLPC Schools)
National Achievement Test of Mathematics and Reading n=2000 5th Grade Students
Computer Attitude Measure For Young Students(Teo & Noyes 2008)
Computer Disposition1) perceived ease of use2) affect towards computers3) perceived usefulness
2008
2013
2012
2011
2010
2009
7 OLPC Schools
Tested 7 OLPC
Schools
7Paired
non-OLPC schools
7Paired
non-OLPC schools
Pairing Strategy• nearby school (similar conditions)• on the advice of local education specialists
Analysis• difference-in-differences (DID) to measure treatment over time• average school student learning achievement test scores
Analysis• descriptive analysis• significant tests of means
Mixed Methods Research Design (2)Interviews & Focus Group
Discussions at the Schools
Today’s Presentation Focus• Interviews & Focus Group Discussions• CAMYS
13Sunday, July 7, 13
• Visited 8 (of 47) OLPC schools in Mongolia– 2 Urban– 6 Rural
• Interviews–school administrators (6)– local education specialists
and directors (4)–parents (3)
• Class Observations (2)
• Focus Group Discussions (11)– teachers (40)–Gr 5 Children (42)
Interviews and Focus Group Discussions
14Sunday, July 7, 13
FindingsCommunity Teachers Children
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FindingsCommunity Teachers Children
Case of Tsast-Altai
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1. Community16Sunday, July 7, 13
Perspective from the Community and Parents
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• There is a positive acceptance of the OLPC initiative.–Parents actively participate in school competitions.–Take financial responsibility for one-to-one learning and
investing in ICT.
Perspective from the Community and Parents
17Sunday, July 7, 13
• There is a positive acceptance of the OLPC initiative.–Parents actively participate in school competitions.–Take financial responsibility for one-to-one learning and
investing in ICT.• OLPC initiative helped trigger an ICT movement
from the grassroots level–Children teach their parents
• Parents create on the XO with children• Parents willing to invest (e.g. buy a PC)
–Parents request local government for laptop project (Zavkhan)
Perspective from the Community and Parents
17Sunday, July 7, 13
2. Teachers18Sunday, July 7, 13
Teachers’ View on the OLPC (1)
19Sunday, July 7, 13
• OLPC helped trigger an ICT movement in the school–Teachers teamed up together to teach each other to catch
up with the ICT trend.–Teachers type out lesson plans, use email, get news from
the internet.
Teachers’ View on the OLPC (1)
19Sunday, July 7, 13
• OLPC helped trigger an ICT movement in the school–Teachers teamed up together to teach each other to catch
up with the ICT trend.–Teachers type out lesson plans, use email, get news from
the internet.• Despite limited training, XOs were used and
integrated into childrens’ learning –Teachers discovered that lesson plans need to be
rewritten using student centered approach to fully utilize the XO1s.
–Teachers realized that the XO is best used as a self-learning tool for children
Teachers’ View on the OLPC (1)
19Sunday, July 7, 13
Teachers’ View on the OLPC (2)
20Sunday, July 7, 13
• Recognize that it is a “great opportunity for children to be exposed to ICT at an early age”–Children learn basic ICT skills–Able to type, turn on/off a computer
Teachers’ View on the OLPC (2)
20Sunday, July 7, 13
• Recognize that it is a “great opportunity for children to be exposed to ICT at an early age”–Children learn basic ICT skills–Able to type, turn on/off a computer
• There are concerns–Safety of children who bring laptops to and from school is
an issue (at Ulaanbaatar).–Some teachers receive complains from parents that
children “spend all their time on this green thing”. –There are isolated cases where some teachers are made
to bare the cost of repairing or replacement of XOs.
Teachers’ View on the OLPC (2)
20Sunday, July 7, 13
3. Children21Sunday, July 7, 13
Computer Attitude Measurefor Young Students
22Sunday, July 7, 13
Computer Attitude Measurefor Young Students
• Measure for computer disposition (Teo & Noyes 2008)–perceived ease of use–attitude towards use–perceived usefulness
22Sunday, July 7, 13
Computer Attitude Measurefor Young Students
• Measure for computer disposition (Teo & Noyes 2008)–perceived ease of use–attitude towards use–perceived usefulness
• 12-item 5-point likert scale
22Sunday, July 7, 13
Computer Attitude Measurefor Young Students
• Measure for computer disposition (Teo & Noyes 2008)–perceived ease of use–attitude towards use–perceived usefulness
• 12-item 5-point likert scale• Expect to find that students who have XOs have a
higher disposition for computers
22Sunday, July 7, 13
Computer Attitude Measurefor Young Students
• Measure for computer disposition (Teo & Noyes 2008)–perceived ease of use–attitude towards use–perceived usefulness
• 12-item 5-point likert scale• Expect to find that students who have XOs have a
higher disposition for computers• Findings
–We find differences in the computer disposition between OLPC and non-OLPC schools in the rural area.
22Sunday, July 7, 13
Computer Attitude Measurefor Young Students
• Measure for computer disposition (Teo & Noyes 2008)–perceived ease of use–attitude towards use–perceived usefulness
• 12-item 5-point likert scale• Expect to find that students who have XOs have a
higher disposition for computers• Findings
–We find differences in the computer disposition between OLPC and non-OLPC schools in the rural area.
–Children in urban schools (OLPC and non-OLPC) have the same level of computer disposition
22Sunday, July 7, 13
Computer Attitude Measure for Young Students
Rural Urban
23Sunday, July 7, 13
Computer Attitude Measure for Young Students
Rural Urban
23Sunday, July 7, 13
Computer Attitude Measure for Young Students
Rural Urban
23Sunday, July 7, 13
Computer Attitude Measure for Young Students
Rural Urban
Urban Teachers: Children have access to computers and smartphones at home
23Sunday, July 7, 13
Case of Tsast-Altai School in Khovd Province (2013-01)
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Quantitative Measures:Student Learning Achievement
2012 2012OLPC OLPC
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Quantitative Measures:Computer Attitude
N Mean Std. Deviation Std. Error MeanOLPCNon-OLPC
110 81% 0.11714 0.01117102 62% 0.18909 0.01872
CAMYS Total Score in %
Levene's Test for Equality of Variances
Levene's Test for Equality of Variances
t-test for Equality of Meanst-test for Equality of Meanst-test for Equality of Meanst-test for Equality of Meanst-test for Equality of Meanst-test for Equality of Meanst-test for Equality of Means
F Sig. t df Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the Difference
95% Confidence Interval of the Difference
Lower UpperEqual variances assumedEqual variances not assumed
19.014 0.000 8.597 210 0.000 0.18428 0.02144 0.14202 0.226548.453 166.173 0 0.18428 0.0218 0.14124 0.22732
OLPC
26Sunday, July 7, 13
Perspectives on Children
27Sunday, July 7, 13
Perspectives on Children
Childrenenjoy playing and creating
helping each other outstaying after school to use the XO (and the connecting to the internet)
finding that accessing information on the internet is easywould like to show our works
27Sunday, July 7, 13
Perspectives on Children
Childrenenjoy playing and creating
helping each other outstaying after school to use the XO (and the connecting to the internet)
finding that accessing information on the internet is easywould like to show our works
Teachersdisciplined
creativecollaborativeself-starting
27Sunday, July 7, 13
Perspectives on Children
Childrenenjoy playing and creating
helping each other outstaying after school to use the XO (and the connecting to the internet)
finding that accessing information on the internet is easywould like to show our works
Teachersdisciplined
creativecollaborativeself-starting
School Managementincrease in medals
improves school reputationgreat opportunity to use ICT at an early age
27Sunday, July 7, 13
Perspectives on Children
Childrenenjoy playing and creating
helping each other outstaying after school to use the XO (and the connecting to the internet)
finding that accessing information on the internet is easywould like to show our works
Teachersdisciplined
creativecollaborativeself-starting
School Managementincrease in medals
improves school reputationgreat opportunity to use ICT at an early age
Parentsplaying, exploring, creating
learn very fasthas willingness to teach family
center of ICT in the family27Sunday, July 7, 13
Perspectives on Children
Childrenenjoy playing and creating
helping each other outstaying after school to use the XO (and the connecting to the internet)
finding that accessing information on the internet is easywould like to show our works
Teachersdisciplined
creativecollaborativeself-starting
School Managementincrease in medals
improves school reputationgreat opportunity to use ICT at an early age
Tokyo Techunreserved
confident to express themselvesproud to show off what they can do
Parentsplaying, exploring, creating
learn very fasthas willingness to teach family
center of ICT in the family27Sunday, July 7, 13
Conclusion
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http://www.pcmag.com/article2/0,2817,2395763,00.asp
29Sunday, July 7, 13
Conclusion
30Sunday, July 7, 13
Conclusion• One-to-one learning has benefits that impact
not only children, but also teachers and the communities they are introduced in.
30Sunday, July 7, 13
Conclusion• One-to-one learning has benefits that impact
not only children, but also teachers and the communities they are introduced in.
• This preliminary results suggest the need for that multiple approach to reflect the reality of the use of the XO1s.
30Sunday, July 7, 13
Conclusion• One-to-one learning has benefits that impact
not only children, but also teachers and the communities they are introduced in.
• This preliminary results suggest the need for that multiple approach to reflect the reality of the use of the XO1s.
• Our research findings cannot be generalized for the entire Mongolia and further research is needed.
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Thank you for listening!Shinobu [email protected] [email protected]
31Sunday, July 7, 13