Edward, you seem very convinced that providing one laptop to every child in Uruguay will produce the transformations you mention or even end poverty in the next generation. But there are not concrete evidences yet to even remotely support that, and studies available on implementation of OLPC don't have enough rigor to be scientifically valid. Uruguay has placed a bet on this strategy and we sincerely hope that the lessons learned from their experience will be of help to consolidate the one-to-one approach in other developing countries. I personally think that a country-wide adoption of a single approach to using computers in education (e.g. one-to-one) goes against the principle of methodlogical diversity that should guide curricular definitions according to contemporary educational paradigms. No single model can possibly give solutions to the multiple problems that will arise in the process of introducing computers into schools. There are many different ways to effectively deal with computer literacy (some of them extensively proved and studied) besides a one-to-one alternative that could be much more appropriate for particular conditions of the context where they are expected to be implemented. Even within the same country realities are very different from place to place, so a one-to-one approach could be very successful for some cases but a complete failure to accomplish educational objectives in others. Therefore, in my view educational authorities should be able to examine a variety of options and select the one that is more likely to adequately meet the rich diversity inherent to any contemporary educational system.