One Laptop per Child

As we prepare for 2012, here is a quick look back at the past year of OLPC. We distributed our two millionth laptop (now 2.5M), and our largest programs in Latin America (Peru) and Africa (Rwanda) grew steadily. Austria’s Julieta Rudich and Journeyman Pictures produced a fine documentary about Plan Ceibal in Uruguay (the world’s first complete olpc program), and Peru provided XOs and compatible robotics kits to all of their urban schools.

In East Africa, we expanded our work with African nations and donors to improve education for children across the continent. We were invited by both the African Union and the UN to open an OLPC office in Addis Ababa, Ethiopia. Addis is a major hub for African diplomacy, and the support there for our mission has been stunning. We have become a full partner of the East African Community in Tanzania, and our recent country report on Rwanda has driven further interest in the region.

A Rwandan student workshop in Kigali

In the Middle East, we continued working with the Palestinian Authority, Israel and the UN to provide thousands of Palestinian children with XO laptops, integrating them into schools. It took ten months to work the laptops through customs in Gaza. But at a forum in Ramallah in June, teachers from Bethlehem and Gaza showed how OLPC was helping to end isolation and to excite learning for their children. Third grade girls in refugee camps are teaching others and writing computer programs. The testimony of these women to the power of persistence was extraordinary.

In Afghanistan, we founded a regional OLPC Afghanistan office, and briefed General Petraeus on the project. We believe that one laptop per child and connectivity, across the country, will transform this generation and their communities. Today we are working with the Education Ministry to support four thousand children in 10 schools, and are looking into expanding in Herat Province.

On the technical side, we focused on driving down laptop power needs by switching over to ARM chips in the XO-1.75 and upcoming XO-3 tablet. The tablet should be chargable by a solar panel that could serve as its carrying-case. We are studying new ways to help children learn to read, including where there are no schools at all.

In society, the idea that every child should have access to their own computer and to the Web – as a basic part of learning, whatever their family income – continued to spread. In addition to ongoing national programs in Argentina, Portugal, and Venezuela (for secondary students), two full-saturation laptop programs for older students are developing in India – an inexpensive tablet is being distributed to university students, and in Tamil Nadu dual-boot laptops from six different manufacturers are being provided to secondary students.

Reaching the least-developed countries in the world remains our goal and our most difficult challenge. While our largest deployments are funded directly by implementing governments, rural successes may be driven by foundations, NGOs, and individual donations. OLPC Rwanda, today one of the largest educational technology projects in Africa and part of a ten-year government plan, was seeded with ten thousand laptops given by Give One, Get One donors.

So to our supporters: thank you for your development, contributions, and collaboration, your feedback from the field, and your encouragement! This is all possible thanks to you.

Happy New Year to all — may 2012 bring you inspiration and discovery. We have some excellent surprises planned for the new year. And we would love to hear your reflections as well — please share stories from your own school projects in 2011.

Jeff Shear composed a thoughtful retrospective on OLPC.

Tech Crunch star John Constine last week took the prize in the Tech the Halls contest, beating out Kunur Patel and Sam Biddle. $10K was donated to us on his behalf — thanks, John! You rock.

And marketing mastermind Young & Rubicam chose us as one of three charities to support this year in their season’s outreach to clients, some of whom have also supported us directly through a custom donation page.

While we are honored by our many corporate donors throughout the year, it is especially delightful to work with those who make the donation a learning process and a discussion with their own communities. A very constructionist way to give. Happy holidays!

Philippines has a number of amazing pilots underway. The grassroots eKindling group reports some remarkable success stories from their Lubang program, and have helped the province of Occidental Mindoro build on that success.

Now a new e.Studyante program in the Philippines, started in the Manila, plans to providing primary students with OLPCs and connectivity for the next 25 years. This program was started by P&G Philippines, along with Smart Communications (providing Internet connectivity) and the Synergeia Foundation.

e.Studyante recently launched at the Manuel L. Quezon Elementary School in Tondo, Manila. The program focuses on engaging education, supported by technology: it distributes XOs to students, provides other tools and training for teachers, and includes vetting and updating educational software and materials. It aims to make learning “fun, empowering, relevant, and easier” for kids, and to reach 1 million primary students by its 100th anniversary in 24 years – roughly 40,000 a year.

Chad Sotelo, P&G’s Country Marketing Manager, explained:

“We intend for this to complement traditional learning methods and tools instead of competing with them… A laptop and Internet connectivity becomes [their] window to the world’s knowledge and places it at their fingertips in real-time. People and places they had no access to before are now within their reach. These tools expand their horizons and minds and encourage them to dream and attain a brighter future.”

The program is funded in part through the sale of P&G promo packs, at retail outlets across the country; part of the price of each pack goes to the program.

If you haven’t seen this blog and this YouTube video from the OLPC Contributors Program project run by Talat Kahn and Carol Ruth Silver in Pakistan, you need to check it out! Watch the video and explore some of the creative ways the teachers and students are using XOs in their school.

This began as a 10 XO Contributors Program project and I was privileged to be their mentor. (Since then they found funding for over 100 XOs and are looking to grow.) And their class experiences and blog have been an inspiration to other teachers around the world. I did give them some help getting started and a couple of “lessons” via Skype, but after that, they ran with it! Notice the enthusiastic local community involvement that has helped make this project the success that it is.

P.S. Carol and Talat are members of the OLPC San Francisco Community. They are also the ones that introduced many of us (myself included) to the Khan Academy videos. We all learn from each other!

Miguel Brechner, the compelling head of Plan Ceibal, gives a talk about the impact of the Uruguayan program, which has now reached almost 500,000 children and teachers in the country. He discusses impacts on the lives of children, plans for the future, and empowering teachers. (He also seems to be experiencing a revelation of epic proportions in the opening sequence of this video.)

From his talk:

“There is no magic here. Ceibal will not solve Uruguay’s problems, but it is a technology that can help us solve them.”

“En Uruguay hay dos banderas: la primera la selección uruguaya de fútbol, y la segunda el Plan Ceibal.“

Alice Rawsthorn follows up on her earlier pieces on OLPC with an short, sweet article in yesterday’s New York Times. “A Few Stumbles on the Road to Connectivity” offers a summary of OLPC’s work and development over the past three years. She touches on many of the changing expectations about the project, by supporters and detractors, over the years, noting that initial detractors worried we would distort the commercial market, or impede other humanitarian projects. But both commercial and other humanitarian projects in education and technology have grown, even in countries where OLPC has reached every school and is a significant part of the annual education or technology budget.

The larger story, often lost in the drama of competing yet similar programs, is the global change wrought by universal connectivity projects. UCPN, Ceibal, Canaima, Connectar Igualdad, Magelhan, Aakash — all are variations on the essential theme. That will soon have transformed education in most of the world. The question is, which regions will still be left out?

Etoys is one of the most powerful tools on the XO — in terms of what it can do, how flexibly it can be used, and how it helps guide and facilitate thinking. This blog post from long-time OLPCer Sylvia Kist shows some of the research that has been done with children and Etoys on the XO.

Can programming on Squeak Etoys on the XO laptop help students develop concepts about the Big Bang theory? Or about phenomena such as the Lunar Eclipse? About breast cancer?

Working with Brazilian children and investigating their production, researchers from the Laboratory of Cognitive Studies of the Institute of Psychology of the Federal University of Rio Grande do Sul (LEC/UFRGS) have been examining the potential of programming activity on Squeak Etoys for authoring and conceptual development.

This past November, part of this investigation was presented in a paper at the XXII Brazilian Symposium on Computer in Education (SBIE) and XVII Workshop on Informatics at School (WIE) in Aracaju (SE/Brazil), awarded as one of the best papers of the event. The work context was the trial of the Brazilian federal program One Computer per Student (PROUCA) in Porto Alegre, one of the five experiments of the first phase of the project, coordinated by LEC/UFRGS, in which XO laptops were adopted.  (More details after the jump.)

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Guest post from our amazing OLPC Mexico director Mariana Cortes.
Scroll down for an English translation.

A pesar de estar diseñada para niños, la XO dista mucho de ser un juguete. Más allá de los impactos educativos y sociales que demuestran que la XO puede ser mucho más que una computadora, la XO ha sido diseñada pensando en que debe tener: un piso bajo: para que niños de cualquier edad puedan usarla no importando su nivel paredes anchas: para que se puedan desarrollar cualquier cantidad de proyectos y actividades un techo alto: para que el cielo sea el límite respecto a su uso y que cuanto imaginemos pueda ser creado Este último punto tiene un sin fin de ejemplos que pasan desde áreas artísticas, lúdicas e incluso técnicas y científicas y que han sido desarrolladas de manera independiente por personas que han visto en la XO sus grandes capacidades, no solo en su uso como herramienta, sino en LA APLICACIÓN, lo cual hace visible la diferencia del aprendizaje sólo por consumir información vs. el aprendizaje aplicado a través del pensamiento crítico. Por ejemplo: Ciudad Nazca - un proyecto inspirado en lineas de Nazca, consiste en adaptar y programar un vehículo (pequeño tractor), para que trace mediante un arado y en escala real, el mapa de una ciudad o poblado imaginario sobre la superficie del desierto de la costa peruana. Es un proyecto de land art dirigido por el artista peruano Rodrigo Derteano, que consiste en dibujar el mapa de una ciudad imaginaria en escala real  sobrela superficie del desierto. Para ello se creo un robot, que de manera autónoma va trazando surcos en la tierra mediante un arado.         ”La computadora del proyecto: una XO de OLPC que Escuelab nos presta (one laptop per child). Funciona con 12 voltios, es robusta y la pantalla se puede leer a plena luz del dia.” La ventaja que tiene la XO sobre otras laptops es la posibilidad de integrar sensores desde el puerto MIC_IN. Gracias a esto, las posibilidades de contar con un laboratorio mobil son infinitas. Física con la XO - Guzmán Trinidad, es un Profesor de Física para niveles de Bachillerato. En el sitio incluye avances en la utilización de la XO (OLPC), como instrumento de medida en el Laboratorio de Física.  Ejemplos en videos aquí. Se programa en Tortugarte la síntesis de dos sonidos de diferente frecuencia. La salida de auriculares de la XO se conecta a un par de integrados LM567 decodificadores de tono, cada uno de los cuales enciende un led cuando está presente en su entrada la señal de frecuencia adecuada. Con este principio podríamos controlar la conexión/desconexión de cualquier dispositivo en función de la frecuencia que emita la XO. Quantum Hacking - La publicación es Perfect eavesdropping on a quantum cryptography system. La página,Quantum Hacking. Y sus autores, Ilja Gerhardt, Qin Liu, Antia Lamas-Linares, Johannes Skaar, Christian Kurtsiefer y Vadim Makarov. ¿Qué fue lo que ellos hicieron? Implementaron por vez primera un dispositivo capaz de obtener la llave de un criptosistema cuántico, sin revelar su presencia a ninguno de los participantes, emisor y receptor en los extremos de la comunicación. Esto es hacking cuántico con XO, señoras y señores. (Publicación de ALT1040…leer el resto aquí)

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As we mentioned yesterday, OLPC Rwanda now has an excellent project summary (pdf) online. It covers the first three years of the national initiative and the related development of Rwanda’s primary schools.

The report captures the spirit and challenges of country-wide change. It addresses the major phases of the project, and the background in government policy and vision, without diving into too much detail.

A recent teacher's workshop in Rulindo, Rwanda

A summary, to whet your appetite:

In 2000, under the leadership of President Paul Kagame, Rwanda established 20-year objectives to transform the country into an industrial/service-based economy. This VISION 2020 plan specifies short-, medium- and long-term goals with measurable indicators of progress.

The plan relies on six pillars, the second being human resource development & a knowledge-based economy, and three horizontal areas, the third being science & technology.

In 2001, only one of the country’s 2,300 primary schools had any computers at all.  By 2005, 1,138 schools had at least one PC, 40 schools in Kigali had Internet access, and connectivity was being rolled out to other schools.  Over 1,000 teachers had been trained in computer literacy, from 120 primary schools.

Rwanda announced in January 2007 it would work with One Laptop per Child.  In 2008, it received 10,000 XOs [thanks primarily to our generous donors and the G1G1 program].

In early 2010, the government purchased 65,000 XO laptops so that schools in every school district could begin receiving laptops for P4-P6 students. This purchase was financed by the sale of cellular licenses to Tigo and Korea Telecom, working with the government to extend broadband connectivity nationwide.  They have since purchased another 35,000 XOs, and plan to deploy another 400,000 over the next 5 years. Today the program has a 27-person core team, plus 5 staff from OLPC, working on the project.

The Ministry of Education started with 150 schools, and asked the headmaster and a teacher of their choice to come to Kigali for one week of intensive training. They subsequently spent four days at each school to work with the teachers and students, and one day for community awareness meetings.

Ministry representatives held meetings with local Parent Teacher Associations and local authorities, explaining how laptops would be integrated into the classroom. They also went on radio and TV and write newspaper articles to discuss the project.

Parents at a PTA meeting introducing the XO

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GoGoNews, a site providing news summaries for kids, is developing an XO activity to showcase their news.   Like the older NewsReader activity, it will offer regular updates from its online feed.   OLPC plans to ship the activity with future XOs, in English and Spanish.

The activity is scheduled to be done by February.  GoGoNews founder Golnar Khosroshawi says of the project “Together we will equip children with relevant technology and content, regardless of location, to promote learning and understanding, not just of academics, but of people, countries and cultures.”

For details, see the press release in English and Spanish.

Update: the OLPC Rwanda 2011 report is out!

OLPC Rwanda (twitter) has grown steadily since its launch a few years ago, and is now part of early education in every school district in the country. Rwanda aims to become a technical and Web powerhouse, and has remained true to that vision. Today they are in some ways the most technically advanced country in the region (to the chagrin of neighboring Kenya, which also hopes to be the hub for software and technology development in East Africa). Rwanda is preparing to double the size of the OLPC project in the country over the coming year, now that they have a smoothly-running system in place.

Happily for us (and for future deployments), the country team has put together a beautiful report on their first three years of work, which will come out tomorrow. It is concise and written for a general audience, with a fine balance of perspectives, from political and financial to the needs of teachers and PTAs.

In related news, Joseph and Erize, the two boys who made their own business cards for their OLPC outreach efforrts in Kigali, saw that we wrote about them on the blog last week, and left comments of their own welcoming questions from all of you.

Vijaysree Venkatraman of the New Scientist interview Nicholas about the pilot experiment to see how access to a tablet with books and appropriate software can help children learn in the absence of structured intervention (like an enforced class at a school).   They cover the potential sites for the eventual project, and the pre-pilot beginning next month.

It’s offers a quick overview of the effort, from the audience (5-8 yr olds) to infrastructure and power issues, to the timeline for assessment of the results (2 years).   Sugata Mitra is helping designing the minimally invasive pilots and will oversee the one in India.

Matt Akin, superintendent of the Piedmont City Schools (not far from Birmingham), talks about their long-running 1:1 Mpower program, working with Stanford and iTunes U, partnership with the entire local community, and the impact on the students.   They have three K-12 schools in the district, and children take laptops home with them starting in Grade 4.

“every student at Piedmont has the opportunity of taking French, German, or Chinese, instead of just taking Spanish. And if they want to get ahead, they can take two years in one.

Our students pay a $50 insurance fee. If they’re low income and they can’t afford the fee, we feel strongly that everyone should have something invested, so a student may pay $2 a month. 

I contacted the professor at Stanford because I think the videos are probably three or four years old and said, “It sure would be nice if we could have your stuff.” He sent us all his PowerPoints, his coding requirements, and solutions.

A great interview by Stephen Noonoo.  (Is it wrong of me to want to CamelCase his last name?)  Encore!

Back in May, we held an international Scratch Day event in our office called “Rwandese Kids Scratching their Communities.” This event had local students familiar with Scratch, an interactive programming activity on the XO laptop, planning and holding their own workshop. They taught teachers, family members and anyone else who came how to create Scratch projects.

This day was open to all and many new children found their way into our offices to learn more about Scratch and the XO laptop. Two such boys were Joseph (grade 3, 10 yrs old) and Erize (grade 2, 11 yrs old).

In the months that followed, Joseph and Erize kept coming to our offices (near
their houses) to use the laptops. During this time, they not only mastered use of the laptop, they spread word to their friends, and now help and guide other children who have begun coming to the office. Their homes have become popular places with family and friends coming each night to learn more and use the laptops.

The boys had been reserved and quiet, but are now outgoing and confident. Their English has expanded from a few sentences to conversational in just a few weeks. It is clear their work with the laptop has empowered them. They are so happy to be involved with OLPC, that they have each created their own business card and tell everyone in the neighborhood that they work for OLPC!

Joseph and Erize, on their own, chronicled through pictures an afternoon of themselves and their families at home with their laptops:

Mike Trucano, in a typically balanced and measured World Bank blog post, notes that computer labs are coming under increasing scrutiny — and that despite decades of use in the developed world, there is little evidence for them being an effective use of resources given today’s options for discovering computing, learning to use software tools, or connecting to the internet.

Expert opinion, at least in many OECD countries, is increasingly calling into question the reliance on school computer labs as the primary model for impactful use of educational technologies.

He notes the common arguments for teaching with or building computer labs, a countervailing shift towards personal and mobile computing, and the history of the concept.  A good read, and a strong argument for the need for long-term studies to compare and contrast various options without prejudice — so that we cannot again say, decades from now, “The evidence base in support of  <this educational and technological model> is, to my knowledge, not very robust… there is still not a lot of rigorously obtained hard data that we can point to.” We shouldn’t be able to say that about any significant aspect of educational life.

That sort of ignorance in science, business, politics or economics would be utterly unacceptable.  We should demand more, not less, for our own education — which underlies our capacity to pursue the rest.

Argentina’s Conectar Igualdad program, which will provide 3M laptops to secondary students across the country by the end of next year, has devoted much time to their web presence.  (The secondary students receive Classmates; 60K primary students in the north have also recieved XOs.) The national education ministry has a history of excellent web sites, including educ.ar, which has gathered learning materials and information for teachers for years.

Conectar Igualdad has, among other things, a lovely real-time summary of the program’s progress, noting the current targets or the deployment and how it has progressed during the current phase in each district.

They are also open about the experimental nature of their work.  They have asked students and communities to come up with great ideas and local initiatives using the laptops and other information technology, running a variety of contests to select the best of them.  The aim of these contests is to highlight the dynamic of “one laptop per child” and universal connectivity, connect with web 2.0 services, and to collaborate with others in a creative way.

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