In the heart of Nicaragua lies the largest lake in Central America, Lake Nicaragua. Millions of years ago, a volcanic eruption formed a curious island in this freshwater lake composed of two volcanoes — Concepcion and Maderas — the former of which is still active. Concepcion has an altitude of 1,610 meters, which makes Ometepe the world’s highest island on a lake. Volcanic ash has created an extremely fertile island and the volcanoes are visible everywhere on the island. Ometepe is truly a paradise, with its tropical, lush and magical air and soil.
In addition to the natural brilliance of the island and its volcanoes, Ometepe recently became the first digital island in the Americas. To put that in numbers, 100% of its 5,000 elementary school children and all teachers received a laptop connected to high-speed Internet, as part of the One Laptop Per Child educational initiative. Participating students and teachers receive OLPC laptops and the training and support needed to truly realize the potential of these machines
Far beyond the idea of giving computers to children with “an educational purpose”, like if education meant just providing content to be consumed, the origins of the learning philosophy of OLPC has been to provide kids with computers so that they can compute.
Seymour Papert believed, supported by decades of research, that by computing (coding, programming), the learner could be empowered to understand, create and think about their own learning, especially at early childhoold.
This panel from the Spring 2014 Member Event at the MIT Media Lab will explore more in detail the learning vision of Papert. Enjoy!
Panelists: Mitch Resnick, Marvin Minsky, Alan Kay, and Nicholas Negroponte.
According to the article, Professor Warschauer and Assistant Professor Zheng, have conducted their…
…own extensive observations. We conducted a synthesis of the results of 96 published global studies on these programs in K-12 schools during 2001-2015. Among them, 10 rigorously designed studies, mostly from the U.S., were included, to examine the relationship between these programs and academic achievement. We found significant benefits.We found students’ test scores in science, writing, math and English language arts improved significantly.
And the benefits were not limited to test scores.
To find out about their conclusions and read the full article, please click here.
Mark Warschauer has received funding for his research from the National Science Foundation, the Institute of Education Sciences, the Carnegie Corporation, the Smithsonian Center for Learning and Digital Access, the Spencer Foundation, the John Randolph Haynes and Dora Haynes Foundation, and Google Research.
Binbin Zheng does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond the academic appointment above
Esta nota se propone exponer el mensaje contundente de la gran bióloga italiana a la luz de Ibirapitá, el nuevo programa de inclusión digital del gobierno del Uruguay que ha comenzado a distribuir tabletas conectadas a Internet a las personas jubiladas con ingresos reducidos. Es decir, los mayores de 65 años contarán con los mismos recursos digitales que ya sus nietos han recibido a partir de los 5 años, gracias al “modelo uno a uno”, una laptop/tablet por niño del Plan Ceibal (www.ceibal.edu.uy). De esta manera se está construyendo en el Uruguay un amplio y generoso puente digital que abraza 60 años de vida. Este programa de inclusión digital inter-generacional, el primero de su tipo en el mundo, merece destacarse y ser imitado.
The OLPC Canada team is excited to share a new animated video highlighting some of the inspiring outcomes when Aboriginal students are connected with educational technology. Please help us build awareness of this initiative by sharing this video on Facebook and Twitter and liking it on Youtube.
OLPC Canada provides 21st century educational tools to Aboriginal students nationwide. To date, they have connected more than 60 Aboriginal education programs and 9,000 students to technology designed with children in mind. Please help raise awareness about this initiative by sharing this video. It takes a network to connect a child.
Transformando es un proyecto de innovación social que consistió en empoderar a los niños y a las niñas de las familias de la Red Unidos de Chía como agentes de cambio social. Este objetivo se logró a través de una estrategia integral que incluyó la distribución de un computador portátil XO de OLPC (One Laptop per Child) a cada niño y/o niña participante, el uso de videojuegos para el cambio y la participación virtual y presencial en espacios de aprendizaje en los que los niños y las niñas aportaron al proceso de superación de la condición de pobreza extrema de sus familias.
Este proyecto se gestó entre la Agencia Nacional para la Superación de la Pobreza Extrema- ANSPE, a través de su Dirección deInnovación Social, One Laptop per Child -OLPC y la Alcaldía de Chía, quienes se aliaron para poner en marcha esta iniciativa orientada a generar un alto sentido de apropiación comunitaria por parte de los niños, las niñas y sus familias, pertenecientes a la Red Unidos del municipio de Chía.
El proceso inició con una etapa de ideación a partir de un reto de innovación: ¿Cómo empoderar a los niños y las niñas como agentes de cambio usando las herramientas tecnológicas para ayudar a sus familias a superar su condición de pobreza extrema?
Luego se avanzó en la etapa de los prototipos, donde se diseñó una metodología multiestrategia y se desarrollaron contenidos digitales a través de videojuegos con el enfoque de ”juegos para el cambio”.
Posteriormente se realizó la fase de pilotaje, a la que se unió Chía, un municipio de avanzada, cuyo lema en el Plan de Desarrollo es ser un territorio inteligente e innovador; además de una Zona Libre de Pobreza Extrema.
En este momento crucial se pusieron en marcha las estrategias planteadas con las familias de la Red Unidos del municipio, con el objetivo de empoderar a los niños y niñas de 7 a 13 años como agentes de cambio dentro del proceso de corresponsabilidad familiar para superar las trampas de la pobreza.
Fueron nueve (9) meses de trabajo con los niños, las niñas y sus familias en los cuales se desarrollaron múltiples encuentros presenciales que involucraron a todos los participantes en la estructuración de proyectos que harían realidad los aprendizajes adquiridos. Igualmente, durante la ejecución del proyecto, los niños y niñas jugaron los tres videojuegos diseñados especialmente para facilitar el aprendizaje de logros relacionados con las dimensiones de nutrición y dinámica familiar.
En este contexto también se incluyó el uso de mensajes de texto y de un portal web que permitió la participación y la interacción de los niños, las niñas y las familias. Otra de las actividades a destacar fue el desarrollo de cinco videojuegos por parte de los niños beneficiarios en el marco de los talleres de programación, realizados con el acompañamiento de expertos en el tema.
Gracias a este proyecto se logró generar una cultura de uso de las nuevas tecnologías al interior de cada hogar. De la misma manera, se obtuvieron importantes aprendizajes relacionados con la dinámica familiar: la importancia del diálogo, no lastimar físicamente, compartir más tiempo en familia, comunicar lo que se siente y lo más relevante, las familias conocieron las rutas y estrategias para prevenir y enfrentar el abuso sexual infantil.
Respecto a la nutrición, los participantes adquirieron mejores hábitos de manipulación de alimentos y aumentaron el consumo de frutas y verduras.
Una vez finalizado el proyecto también se generó por parte de los beneficiarios, un mayor interés en acceder a la oferta cultural, recreativa y deportiva del municipio. En este contexto los niños y niñas actuaron como agentes de cambio, pues por primera vez en el municipio de Chía se desarrolló un Concejo de niños y niñas en el que presentaron sus propuestas, las cuales se materializaron, en cuatro (4) proyectos: 1. El gran día: espacio de juego e integración familiar, 2. Ruta temática en bicicleta: pedaleemos en contra del maltrato infantil; 3. Fútbol Convivencia: campeonato para promover la convivencia en el fútbol y 4. Nutriteatro: Títeres para la nutridiversión.
Sin embargo, para las familias el resultado más importante fue la Unión Familiar que se generó a través de estrategias que mejoraron la comunicación y la resolución de conflictos en el interior del hogar. Este proceso fue facilitado por el uso de las tecnologías que aumentaron las posibilidades para compartir y aprender en familia.
Cabe resaltar que se logró un nivel de participación en los encuentros presenciales, del 73% en niños y niñas, y del 64% en los padres de familia, con un 94% de permanencia de las familias en el proyecto.
Hay muchos aprendizajes por retomar y difundir; uno de ellos es la apropiación comunitaria como clave para la sostenibilidad de los proyectos sociales. No solamente se trata del importante impacto que tiene el trabajo con los niños y las niñas para el proceso de superación de la pobreza extrema, sino también la incidencia que genera el uso de las tecnologías para democratizar el acceso al aprendizaje. Un ejemplo de ello es que los niños se convirtieron en maestros de los adultos para el acercamiento a la tecnología.
El juego desde un entorno digital (videojuegos), y un entorno físico (la lúdica en los encuentros de aprendizaje), conectó a los participantes de todas las edades con los objetivos del proyecto generando co-responsabilidad y apropiación comunitaria, aspectos claves para la sostenibilidad de los proyectos sociales.
La Alcaldía de Chía, a través de la Secretaría de Desarrollo Social, decidió dar continuidad al proyecto como una estrategia que permite promover la participación de los niños, las niñas y las familias Unidos.
Finalmente, pensar en el escalamiento como fase siguiente, implica retomar las lecciones aprendidas de esta experiencia, llevarlas a otros contextos que estén en el camino de convertirse en Zonas Libres de Pobreza Extrema y potenciar estrategias que rompan círculos viciosos de la pobreza desde la participación de los niños y las niñas.
Award-winning US travel writer Candyce H. Stapen (gfvac.com) recently visited Wilderness Safaris’ Toka Leya Camp from 15-17 June, not only to enjoy Zambia’s renowned hospitality, but also to donate 11 new computers.
The laptops from One Laptop per Child (OLPC) are powered by their own individual solar panels, which eliminates the immediate need of providing electricity for the school. The computers’ programmes are also able to operate without Internet access when necessary, although Internet access is a plus.
“I am delighted to be working with Travel Sommelier who helped plan our wonderful trip to Zambia and with Children in the Wilderness (CITW) to bring One Laptop per Child (OLPC) computers to rural schools in Africa. The project, Henny’s Kids, is named for my mother, Henrietta, who was an elementary school teacher”, says Candyce H. Stapen. “She would have been extremely proud to see how quickly the children learned how to use their new laptops and she would have been delighted to provide access to reading material and to a whole new world of educational opportunities.”
According to Dr. Sue Snyman, Programme Director for CITW, one of the main priority needs previously identified by the School PTA and village headmen was access to computers. Toka Leya’s GM, Petros Guwa, and Dr. Snyman work closely with the school in terms of community development projects and meet with the PTA on a regular basis. “The teachers are extremely enthusiastic and proactive and we will be working with them an ongoing basis to ensure the correct assistance and training is received. Ideally we are hoping to grow this project so that the school has the required number of laptops to ensure maximum benefits to both the children and teachers”, Snyman added.
OLPC is a non-profit organization founded in 2005 with the goal of transforming education by providing every child with access to a connected laptop computer, the XO laptop. Connected laptops provide a cost-effective way to create learning environments that facilitate the greatest possible development of all children. OLPC is driven by a firm belief that laptops have a unique ability to leverage children’s innate curiosity and desire to learn, to develop critical thinking skills, and to foster a lifelong love of learning.
A laptop and solar panel, plus shipping fees, cost USD350. Donations of any amount are welcome. To assist us with achieving the next minimum directed order of 100 laptops, please contact Candyce (firstname.lastname@example.org), Sue (email@example.com), or send a check or money order in U.S. dollars made out to One Laptop per Child for any amount. Please mail your donation to: Henny’s Kids, P.O.B. 42673, Washington, D.C. 20015-9998, USA.
In view of certain recent statements, One Laptop Per Child Association, Inc (“OLPC”) would like to clarify that Mr. Satish Jha has not been affiliated with OLPC since August 31, 2012. Mr. Jha does not represent OLPC or any of its affiliated entities and the views expressed by Mr. Jha do not represent the views of OLPC or any of its affiliates.
OLPC has always encouraged projects expanding the learning opportunities of children in the developing world including the Aakash initiative in India. OLPC is dedicated to providing the world’s children with access to an innovative education. OLPC supports all efforts dedicated to this end and it encourages the makers of the Aakash initiative to continue to explore such educational initiatives. Moreover, OLPC applauds the efforts of the Government of India as it continues to examine new and innovative ways to educate the children of India.
OLPC was created to design, manufacture and distribute educational laptop computers to children around the world. Inquiries related to any existing or future OLPC projects should be directed to OLPC, which is based in Miami, Florida.
My name is Reyna Flores. I teach a combination of multigrade grades third through sixth at the little school Miguel Larreynaga in Tipitapa.
I hope that, like me, other teachers could have the opportunity to have the XO valuable pedagogical tool for improving the education of our children.
When working with the XO I tell my students that this computer is our “green little friend.” It includes great applications we call activities. We use them in any subject, and something else… We already have Internet! which allows us to enter the world of information.
Now, I want to share the pedagogical aspect in class:
As I teach four grades, the XO has been very important to increase the ammount of information, documents and materials that reinforce learning. I used to have difficulties when I taught geometrical bodies to third graders because there are children who have no geometric kits, then the activity called Paint Activity allows them to draw them.
When learning language arts, we use information obtained from Wikipedia and the children of the upper grades elaborate didactic schemes with the Maze activity as an alternative to reading techniques.
In physical education a stopwatch is needed to record the time-distance speed according to each student’s age. The XO has one.
In cultural and artistic expression we have no access to a marimba or the sounds that the student must know so here we come to the TamTamMini activity.
In science class, using the Record activity, children make their community tours taking pictures of what they believe is part of the environment and even pollution issues.
I also believe that the XO supports students who have some learning difficulties. For example, a child in third grade had pronunciation problems with the consonants L and R, so I asked him to write a list of words using the Sara activity, this way, the student could improve his diction.
At the end of each period, children take their homework and they relax with activities and Games that help them increase skills and mental agility.
Courage, dear colleagues! Let work for the children in Nicaragua. Lets focus on endeavor, affection, good will and the mystique that has always characterized teachers.
I invite other teachers to participate in the column “Teachers speak” because we must all learn from others’ experiences.
Part of our focus is to support deployments that have made a long term commitment to work with us. When we have new models, we work hard to provide them as an upgrade.
This means that if you have today XO-1 or XO-1.5 laptops you can purchase an upgrade kit that will turn it into an XO-1.75. It does require that you perform the motherboard replacement, but the savings can be significant.
XO-1.75 with grid membrane and mechanical keyboard. Photo by Sandra Barragan
With this upgrade you get a modern ARM CPU, much lower power consumption (it runs long hours on each battery charge, and performs fantastically well on solar panels). Depending on options, you can get larger RAM and storage. You can also choose to get the new grid membrane keyboard.
If you are thinking of doing this, get in touch with us. If you know the SKU number of the laptops you have, which you can find in the battery compartment, that will make the process easier.
For each variant of the XO you need a slightly different upgrade kit, so it is important that we get it right. Our engineers have done quite a bit of work to plan the different upgrade kits.
Do you know of any laptop manufacturer that supports upgrading 5 year old models to the latest and greatest with a motherboard change, and at a fraction of the cost?
At this time, there is a minimum order quantity of 100 kits. If you are interested in ordering 100 upgrade kits or more, please contact Leah@laptop.org at OLPC for further details. Make sure you indicate the SKU of the units you want to upgrade.
Unfortunately, due to packing, shipping, customs and warranty logistics, OLPC is currently unable to offer upgrade kits for orders under 100 kits. The costs of shipping individual components packed properly is high.
Order quantities of 1000 kits and larger can be processed faster and at lower cost.
Evan Szablowski was in Addis Ababa, spending a week meeting Ethiopian entrepreneurs. Michael, one of the tech leads for our literacy project in Ethiopia, was one of the people he met with. He was captivated by the literacy project, and on hearing that Michael was heading to Wonchi (one of the two villages taking part in it), he and his teammates decided to tag along.
While he was there he met some of the students eager to show off how they liked to use the tablets (they are using Motorola Xoom tablets with mainly off-the-shelf Android literacy apps, with a few custom apps and tweaks by OLPC). At some point, one of the children (below) stood up to quiz the others on what they were learning.
Evan wrote up the experience in a beautiful essay on his new blog, illustrated with photos from the day.
While this is just one anecdote from the project, the photo series is priceless, and puts the whole effort in context: the geography of the town, the social setup of the small farming community, and the economic circles of the village and the technicians supporting them.
An overwhelming sense of excitement and optimism overtook us, and we couldn’t stop smiling as we watched. We left with such a feeling of inspiration and optimism, amazed at witnessing two completely different worlds [fuse] with one another… Zach said this was the best thing he has done in a long time, and I agreed.
I hope they realize it someday. I hope that someday one of those kids will say, ‘When I was only 4 years old, the laptop project from MIT came to my village, and it forever changed my future.’ What an amazing perspective that person will have.
This was not foreign aid, or handouts… This was education, and just the first step in enabling them. Enabling the young minds of Africa for brighter futures. For a brighter nation, and a brighter continent.
The next iteration of the XO will finally have a fully armed and operational tablet mode, thanks to an optical touchscreen from Neonode.
This week we signed a licensing agreement with them to embed their optical touchscreens into future ‘XO Touch’ laptops. The XO Touch will be a true laptop + tablet, with the same 7.5” sunlight-readable display, and Neonode’s fast-scanning multitouch. There are a lot of applications I have in mind for those prototypes…
Neonode are energy-conscious, thanks to their history of work with mobile devices, and have features such as gesture-activated wakeup that will help the XO remain the lowest-power laptop around. Neonode is also proud of their screen’s low-latency pen or brush sensors, and ability to sense proximity, pressure, and depth and measure object-size.
Leaders of both projects commented on the partnership:
Thomas Eriksson, Neonode CEO:
“We are honored to be collaborating with OLPC to produce the XO Touch, a truly pioneering and sustainable device that shows the broad versatility of our technology. This market entry confirms that our MultiSensing technology makes it possible to create a top class product that is both affordable and extremely energy saving and still has a user interface that is radical enough to satisfy the uncompromising demands of knowledge- and entertainment-thirsty children. Our company philosophy is to contribute to a better and happier world, and we have the opportunity to do so by supporting OLPC’s mission.”
Rodrigo Arboleda, OLPCA CEO:
“OLPC is proud to partner with an organization that shares its appreciation for innovative and transformative technology. Neonode’s expertise in engineering and design will turn the XO Touch, which combines the best features of laptop and tablet, into a next-level innovative machine.”
David Bainbridge and Ian Witten of the University of Waikato in New Zealand published a paper last year about using the Greenstone digital library toolkit to help offline XO users share libraries of books. From their abstract:
The idea draws upon mobile libraries (bookmobiles) for its inspiration, which first appeared in Victorian times. The implemented technique works by building on the mesh network that is instrumental to the XO-laptop approach. To use the technique, on each portable XO-laptop a version of Greenstone is installed, allowing the owner to develop and manage their own set of books. The version of Greenstone has been adapted to support a form of interoperability we have called Digital Library Talkback. On the mesh, when two XO-laptops “see” each other, the two users can search and browse the other user’s digital library; when they see a book they like, they can have it transferred to their library with a single click using the Digital Library Talkback mechanism.
Seema Singh recaps some of the history of the Aakash and related efforts for Forbes India. The Aakash got its start with a tender for 10K units from IIT Jodhpur, which was expanded to an order for 100K from the Indian government. DataWind, the company that secured the initial tender, ran a pilot which received much fanfare, but distributed only 572 tablets to 19 colleges.
There was some debate as to whether these met the initial spec; and work was refocused on an updated design, the Aakash 2. It’s unclear whether the rest of the inital 10K tablets were distributed to the government; 30K of that model were sold online marketed as the UbiSlate. The Aakash 2 is currently being tested by DataWind and two institutions in India, with hopes for a [new] school pilot of 100K students this fall. The first of those machines are being deployed this month.
DataWind has had trouble meeting deadlines and demand. They were beset by many external pressures: heavy pressure to keep the price down, the scrutiny of a very public launch, and requirements that much of their supply chain and manufacturing be based in India (which limited the number of possible partners and added a few single points of failure).
They have accumulated many non-binding statements of interest in v.2 of the tablet; but it’s not clear how many will convert now to sales. And after a half-year of heady press they have suffered a half-year of negative backlash. They now aim to offer the commercial version of the Aakash 2 for just under $65; and the Indian government still plans to subsidize half the cost of a model for students – at least for the 100K in this year’s pilot. While this is still an impressive undertaking, as it was when announced last year, the delay has hurt the national story. Now people like Singh are calling the project a disaster rather than a landmark success, and worrying that China will launch a similar program first.
Singh highlights a few related projects from around the country:
The “$10 laptop” effort started in 2009 by Technical Education secretary NK Sinha (which did not produce a laptop nor contribute IP to the current project)
The Ministry of Rural Development’s socioeconomic census, which commissioned 640K tablets in 2011 and 2012 for its door-to-door surveys (at $72, from Bharat Electronics, with no drama but their admitted inability to meet the ministry’s request of a $35 price point)
The Tamil Nadu government’s “one laptop per student” program to deliver 1.4M laptops to college students each year for the next 5 years. (They have 6 different vendors sharing the task)
She notes that some of the Tamil Nadu vendors are finding it difficult to complete their deliveries under budget. But neglects to note that the program was successful enough for Uttar Pradesh to copy it, recently putting out a tender for roughly 250K tablets (for students passing their 10th grade exams) and 200K laptops (for those passing their 12th grade exams), as year 1 of a multi-year program.
We will see whether DataWind manages to make good on their goal of millions of sales this year. Kapil Sibal continues to push for all 220M students in India to have their own laptop or tablet. And he continues to say compelling things of his vision, such as “It will be a device that creates content.” One way or another, I hope that vision is realized.
The Knight Foundation yesterday announced it would join community leaders from Charlotte, North Carolina in contributing to Project L.I.F.T., a 5-year $55M+ project to improve education in West Charlotte schools. (It began last January with a $40M round of fundraising; and this year raised another $15M.)
Knight’s contribution will fund a community engagement coordinator to keep parents and local communities in touch with the project as it develops, and for an OLPC program (including XOs and training) for all students and teachers in grades K-5 in the L.I.F.T. schools: roughly 3,200 in all.
This builds on our work together earlier this year, to develop a digital literacy program at Holmes Elementary School in Miami. Our experience so far suggests that giving elementary students access to computers – and letting them take them home and use them with their families – helps promote better informed and engaged communities.
We are delighted to see this new project take off within the framework of the existing L.I.F.T project. And looking forward to working more closely with the Knight Foundation, whose input has already informed some of our practices. Their background is in community engagement rather than education, which complements the viewpoints of our other partners. And the added focus on community engagement is one of those necessary elements that can make all the difference in longevity and impact.
Children receiving XOs in Miami’s Holmes Elementary School
Christoph Derndorfer recently interviewed Rangan Srikhanta, CEO of OLPC Australia, about their plans for the coming year. An excerpt:
You recently launched a new initiative called “One Education” and received $11.7 Million in government funding… Can you tell us more about these developments?
We pitched to the Australian government to kick-off a pilot for 50,000 XOs… a $20m project that would including funding from schools, corporations as well as from government. The program will also provide at least 15 hours of teacher professional development (via moodle) to over 2,500 teachers [to] kick-start a movement to make OLPC the program of choice for primary school children.
What are the biggest challenges that you need to address before you can turn OLPC Australia’s vision into a reality?
Scaling our operations to meet the demand (2 months ago we were a 2,500 XO an year organisation, now we are proposing to do 50,000 in one year) that will be coming through our very small offices in the next 12-18 months. In Australia there are high expectations for service delivery/support.