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1-to-1 educational computing initiatives around the world

Michael Trucano's picture

replicating one-to-one, to one, to one ... | image atribution at bottomThe One Laptop Per Child program has brought much attention to issues related to '1-to-1 computing' (each child has her/his own personal computing device).  While perhaps the most prominent initiative of this sort in public consciousness, OLPC is just one of many such programs around the world.  At a recent event in Vienna, the OECD, the Inter-american Development Bank and the World Bank brought together representatives from these programs, the first such face-to-face global gathering of leaders in this area to share information and insights about their experiences. 

In putting together this event, it was clear that there was no consolidated list of leading '1-to-1 educational computing initiatives'.  Here's a first attempt at such a list, based on participants in this event (links are meant as pointers to more related information; not all lead to the specific project sites):

Why are there so many poor evaluations of ICT use in education?

Michael Trucano's picture

Olbers' paradox is sometimes easier to wrap your head around than the question of why there are so many poor evaluations of ICT use in education | image attribution at bottomDespite increasing attention to the impact of ICT on teaching and learning in various ways, the ICT/education field continues to be littered with examples of poor evaluation work.  A few of them arrive in my in-box every week.

There are many potential reasons advanced for the general poor quality of much of this work.  One is simple bias -- many evaluations are done and/or financed by groups greatly invested in the success of a particular initiative, and in such cases findings of positive impact are almost foregone conclusions.  Many (too many, some will argue) evaluations are restricted to gauging perceptions of impact, as opposed to actual impact. Some studies are dogged by sloppy science (poor methodologies, questionable data collection techniques), others attempt to extrapolate finds from carefully nurtured, hothouse flower pilot projects in ways that are rather dubious. (The list of potential explanations is long; we'll stop here for now.)

The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia

Michael Trucano's picture

super random sampling or random supersampling? you be the judgeWorld Bank Economist Felipe Barrera-Osorio, working with Leigh Linden of Columbia University, has just published a very useful and rigorous study on the impact of ICT use in Colombia.

The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia (PDF) looked at  97 schools and 5,201 children over two years of participation in the Computers for Schools program.

While some readers may immediately latch onto the finding that the program "had little effect on students’ test scores", I found the potential explanation for this lack of positive impact to be even more valuable:

"The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum."