OLPC Colombia published the first issue of its newsletter, UniverXO, this month (pdf), with an essay on “La RevoluciÃ³n educativa con tecnologÃa sigue en alza” (‘Advanced technology and the education revolution’).
Comunidad One Laptop per Child Colombia, bienvenidos a
la ediciÃ³n nÃºmero 1 de nuestro boletÃn interno de OLPC, el
cual circularÃ¡ mensualmente para que compartamos
noticias, artÃculos, publicaciones, eventos e historias
cotidianas relacionadas con los programas de OLPC en el
paÃs y en el mundo. Ã‰sta es una invitaciÃ³n a protagonizar
un movimiento de transformaciÃ³n educativa. Generemos
reflexiones e iniciativas para transformar la educaciÃ³n, el
aprendizaje y las prÃ¡cticas pedagÃ³gicas. La clave es
compartir. Â¡El cambio estÃ¡ en nuestras manos!
Mike Trucano, in a typically balanced and measuredÂ 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. Â 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 Â <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. Â We should demand more, not less, for our own education — which underlies our capacity to pursue the rest.
The African Union [AU] and One Laptop per Child today signed a Memorandum of Understanding in which they commit to provide laptops to primary school students throughout Africa. Â Matthew Keller, OLPC’s Vice President of Global Advocacy, and Lidet Tilahun, Vice President of International Outreach, were presentÂ for the signing at AU’s Headquarters in Addis Ababa, Ethiopia.
The AU has committed itself to work with OLPC in developing large-scale laptop projects, and to work with OLPC on seeking funding from prospective donors as well as recipient countries for these projects. OLPC and the AU will work together to leverage the advantages of the XO laptop and its award-winning Sugaroperating system in transforming primary school education, and to promote strategies for better access to laptops and connectivity.
“OLPCâ€™s partnership with the African Union represents another significant step toward a world in which every child has access to a world-class education, to the world’s body of knowledge, and to each other,â€ said Keller. â€œThe African Union is dedicating itself not simply to One Laptop per Child, but to a world in which the children become agents of change â€“ making things, teaching each other and their families and affecting the social development of their community.â€
Commissioner Jean-Pierre Ezin, the AU Commissioner for Science and Technology, said, â€œGetting connected laptops filled with dynamic educational content into the hands of children throughout Africa will change the way this generation of children thinks and learns. The AU is eager to realize what could be a profound development as a result of advanced technology in the way learning happens both in and out of school, the way that books are read, and the way that education happens inside a classroom. This is a very ambitious project for which we will have to partner with various people and institutions to mobilize and find the resources required to meet the objective of educational transformation.â€