BBC Mundo writes about “Educación 2.0“, noting OLPC’s programs in Latin America, Argentina’s Conectar Igualdad and Spain’s Escuela 2.0 projects. It discusses laptops, tablets, and access to knowledge online, and with a nod to the proposed full-saturation projects in South Korea and Thailand.
While there are many approaches to a connected classroom, there’s no question that this is where schools everywhere are heading. The simple question is when each system will make the transition, and at what age students will be allowed to make those connections. A more interesting one is how teaching and school systems themselves will change when the logistics of learning – and of identifying children’s talents and interests – is separated a bit more from the physical layout of schools and homes.
Late last year, Roger (Arnan) published a brief summary of his two-year analysis of seven schools in Thailand, reported in The Nation, which was spun negatively in the Bangkok Post. While I haven’t seen the data on which he bases his analysis, his research and recent paper (from ICLS 2010) do not look negative; though they note that urban schools whose students already have access to computers (and, presumably, to libraries) do not see short-term improvements in traditional test scores, despite seeing improvements in basic literacy.
This is not surprising — OLPC does not target wealthier urban schools except as part of national saturation deployments, such as in Uruguay, Peru, and Rwanda where the entire system is undergoing a change in how it approaches learning in and out of school. Continue reading →