how does the one laptop per child initiative impact children, teachers, and the community?

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

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OutlineBackground - 3 minMethodology - 3 minFindings - 12 min 1. Community 2. Teachers 3. Children • Case of Tsast-AltaiConclusion - 2 minQ&A - 10 min

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Presentation Focus“ICT in Education”

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Computer Aided Instruction

One-to-One Learning

Presentation Focus“ICT in Education”

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Background

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US Based Non-Profit OrganizationSpin-out from the MIT Media Lab

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Why?

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Why?

- One Laptop Per Child Mission

“empowerment of world’s poorest children through education”

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How?

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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

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What?

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What?

“we have designed hardware, content and software”

XO1- One Laptop Per Child Mission

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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


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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.


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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


53 Countries~2,000,000 XO Laptops




12,100 XO1s47 Schools

Distributed in 2008



What happened to the OLPC initiative in Mongolia?


12,100 XO1s47 Schools

Distributed in 2008


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)

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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

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Methodology


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)


2008

2013

2012

2011

2010

2009



introduced2008

2013

2012

2011

2010

2009



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




National Achievement Test of Mathematics and Reading n=2000 5th Grade Students

2008

2013

2012

2011

2010

2009





2008

2013

2012

2011

2010

2009

7 OLPC Schools

Tested 7 OLPC

Schools





2008

2013

2012

2011

2010

2009

7 OLPC Schools

Tested 7 OLPC

Schools

7Paired

non-OLPC schools

7Paired

non-OLPC schools





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





2008

2013

2012

2011

2010

2009

7 OLPC Schools

Tested 7 OLPC

Schools

7Paired

non-OLPC schools

7Paired

non-OLPC schools


Analysis• difference-in-differences (DID) to measure treatment over time• average school student learning achievement test scores





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









2008

2013

2012

2011

2010

2009

7 OLPC Schools

Tested 7 OLPC

Schools

7Paired

non-OLPC schools

7Paired

non-OLPC schools



Analysis• descriptive analysis• significant tests of means







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)Interviews & Focus Group

Discussions at the Schools






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)Interviews & Focus Group

Discussions at the Schools

Today’s Presentation Focus• Interviews & Focus Group Discussions• CAMYS


• 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


FindingsCommunity Teachers Children


FindingsCommunity Teachers Children

Case of Tsast-Altai


1. Community16Sunday, July 7, 13

Perspective from the Community and Parents


• 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.



• 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)



2. Teachers18Sunday, July 7, 13

Teachers’ View on the OLPC (1)


• 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.



• 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



• 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



• 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.



3. Children21Sunday, 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




• 12-item 5-point likert scale• Expect to find that students who have XOs have a

higher disposition for computers





higher disposition for computers• Findings

–We find differences in the computer disposition between OLPC and non-OLPC schools in the rural area.





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


Computer Attitude Measure for Young Students

Rural Urban


Computer Attitude Measure for Young Students

Rural Urban

Urban Teachers: Children have access to computers and smartphones at home


Case of Tsast-Altai School in Khovd Province (2013-01)


Quantitative Measures:Student Learning Achievement

2012 2012OLPC OLPC


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


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






Teachersdisciplined


School Managementincrease in medals

improves school reputationgreat opportunity to use ICT at an early age






Teachersdisciplined




Parentsplaying, exploring, creating

learn very fasthas willingness to teach family

center of ICT in the family27Sunday, July 7, 13





Teachersdisciplined




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


http://www.pcmag.com/article2/0,2817,2395763,00.asp


Conclusion


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.




• 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.


Thank you for listening!Shinobu [email protected] [email protected]
