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2005年1月、MITメディアラボは$100のラップトップを開発する新しい研究開発構想を立ち上げました。この100ドルのラップトップは、世界中の子供たちの教育のやり方に革命をもたらすことのできる技術の象徴です。この目標を達成するために、新しい非営利組織、"One Laptotp per Child (OLPC)"が組織されました。OLPCはMITとは独立した組織です。


このwikiのコンテンツのリストはTable of Contentsにあります。

In January 2005 the MIT Media Lab launched a new research initiative to develop a $100 laptop—a technology that could revolutionize how we educate the world's children. To achieve this goal, a new, non-profit association, One Laptop per Child (OLPC), was created, which is independent of MIT.

The official project website is located at There is also a comprehensive description of the project in the Wikipedia.

The table of contents for this wiki can be found here.



“One laptop per child”(全ての子供たちにラップトップを)とはコンセプトです。これは「教育」のプロジェクトであって、ラップトップ(ノートパソコン)を開発するためのプロジェクトではありません。このコンセプトを実現する方法は一つではなく、非営利団体であるOLPCなりの実現方法である、いわゆる"100ドルラップトップ"に限ったものではありません。OLPCの主張はシンプルです:多くの子供たち、特に発展途上国の都市部から離れた地域にすむ子供たちは、学校(場合によっては青空学校ですが)へ行く方法すらないため、このプロジェクトは、学校の建設や教師の訓練(恐らく時間のかかる方法でしょう)以外でこのような状況を解決していく唯一の方法なのです。このような学校建設や教師の訓練といった活動は困難にも立ち向かって継続すべきものですが、OLPCが提案するもう一つの、そして同時並行的な取り組みというのは子供たちの持つ学習意欲をより直接的に活性化することで、子供たち自身の学ぶ意欲を伸ばすことです。

“One laptop per child” is a concept. It is an education project, not a laptop project. It can be implemented in more than one way, by no means limited to the embodiment of the OLPC non-profit association’s so-called “$100 Laptop.” The argument for olpc is simple: many children—especially those in rural parts of developing countries—have so little access to school—in some cases just a tree—that building schools and training teachers is only one way—perhaps the slowest way—to alleviate the situation. While such building programs and teacher education must not stop, another and parallel method advised by OLPC is to leverage the children themselves by engaging them more directly in their own learning. It may sound implausible to equip the poorest children with connected laptops when rich children may not have them, but it is not. Laptops can be affordable and children are more capable than they are given credit for.


「学習」が私たちの真のゴールです; コンピューターリテラシーというものは、子供たちが学習のためにラップトップをうまく使いこなすうちに副産物的に獲得されるものなので、それに取り組むことはしません。子供たち—特に幼い子供たち—はITについて学ぶ必要性はありませんし、ましてやWORDなどのビジネスソフトを流暢に使いこなす必要もありません。子供たちはビジネスマンとは違うのです。しかしながら、ラップトップとともに大きくなればこのような能力も自然と身につくでしょう。



言うまでも無いことですが、様々な情報(テキスト, 音楽, ビデオ, グラフィックスなど)を得るためのインターネットツールは学習のための現代の"おもちゃ"です。先進国の生産したものに囲まれた子供たちは自宅でコンピュータにさわり、そして彼らは、言葉の勉強から音楽、映画、ゲームを楽しむことまで、いろんなことができる、リッチなコンピューターを持っています。


貧困のなか、情報化社会に対応するための学習として、これは今までで一番の計画だということは誰もが認めてくれるでしょう。未曾有の世界成長を可能にしたデジタル技術は、新しい学習の方法と組み合わさったとき, 世界の子供たちの潜在能力を解き放つことができるようになるのです。


Learning is our main goal; we do not focus on computer literacy, as that is a by-product of the fluency children will gain through use of the laptop for learning. Children—especially young children—do not need to learn about IT and certainly do not need to be fluent users of WORD, EXCEL and POWERPOINT—They are not office workers. However, picking up these skills, having grown up with a laptop, will be readily accomplished.

Learning some math facts while learning to hate math is far from ideal. Learning about things that are personally meaningful while constructing knowledge—especially where children realize that they had to extend themselves beyond what they believed they were capable of doing—is both natural and liberating.

Children need to learn learning, which is primarily acquired through the passion that comes from access, the ability to make things, to communicate and to express. Writing a computer program, while seemingly esoteric, is in fact the closest a child can come to thinking about thinking. Likewise, debugging a program is the closest one can come to learning learning.

It goes without saying that Internet access and tools for expression (text, music, video, graphics) are the contemporary “toys” for learning. Every child of any means in the developed world has access to a computer at home and usually his or her own, with music, DVD, plus interactive and rich media to do anything from learning languages to play games.

Making these same resources available to the roughly one-billion other children, who do not have such access, has seemed ridiculously daunting, but is no longer. This is simply because the high costs of laptops has been artificial and perpetuated, not innate. It is fair to say that OLPC has broken this spell and companies like Intel are following it.

The intransigence of the problems of formal education in the face of conventional solutions, combined with pervasive poverty and the need for high-quality lifelong learning for inclusion in the global knowledge-based economy, warrants new thinking. The same digital technology that has enabled an unparalleled growth of knowledge, when combined with new methodologies for learning, can unleash the latent learning potential of the children of world.

Poor children lack opportunity, not capacity for learning. By providing laptops to every child without cost to the child, we bring the poor child the same opportunities for learning that wealthy families bring to their children.





Consider immunization by analogy. Inoculating a few people here and there has no meaning. Scale is needed. Likewise with laptops. And furthermore, each child has to own his or her own machine and view it not as government property, but as a personal medium, cherished like a bicycle. The child is more confident, has greater self-esteem, and is more entrepreneurial than children without this tool.

Building computer labs in schools was an earlier approach—and perhaps the only one possible in the past. Such labs cater to a formal classroom setting. Today, additional approaches are possible. A laptop program can reach every child within the context of informal settings, which are the only ones available to many children. A nationwide roll out of personal machines can capture many more hours per day than school itself, not to mention night time, weekends and holidays. This will mobilize children. In addition it has significant spill-over effect on the entire family where a child has the OLPC.

Of the many values of scale, the foremost is the child as teacher. Peer-to-peer learning is one of the best ways to leverage children. The reach of such collaboration can go far beyond national borders and, in the longer term, lead to the bigger goals of world peace and understanding. To this end, OLPC is launching on three continents and in at least six countries.


(以下要推敲) 自宅にラップトップを持つ子供の親の誰もが殆ど間違いなく子供たちにお手伝いをさせてきました。そしてその次のステップは子供、より多くのフレンドシップ、そして(子供の側における)自発性と自分との関係の変化です。これは決して親子関係をぶち壊したりはしません。逆にそれらを強化します。学習に対する絆が家庭における親と子の間に形成されます。


子供たちはラップトップを所有するのみならず、家に持ち帰らねばなりません。そうすることによって家族全員が恩恵を受けることができるでしょう。現在の各パイロットプロジェクトは親たちが、より子供たちの学習に関わり、そして極めてしばしば彼ら自身がラップトップの使い方を学ぶようになることを明白に示してきました。社会における子供たちの役割は変わっています; すなわち、より生産的な役割へと変わっているのです。子供たちが変化(成長)しているもの、ということではなく変化の担い手なのです。

Any parent whose child has a laptop at home has almost undoubtedly asked that child for help. What then follows is a change in one’s relationship with the child, with more elements of friendship and (on the child’s part) self-esteem. This by no means destroys the parent-child relationship. On the contrary, it enhances it. A bond to learning is formed between the child and parent at home.

The teacher-child relationship can and will likewise benefit. With sufficient self-confidence, teachers can learn from children without risk of unraveling the fabric of education—quite the contrary, improving it.

Children must not only own the laptop, but take it home. In so doing the whole family will benefit. Current pilot projects have shown unequivocally that parents become more engaged in their child’s learning and, very often, learn to use the laptops themselves. The role of the child in society changes; it is a more productive role. The child is not the object of change but the agent of change.





接続性とは、DSL, WiFiホットスポット,あるいは同種のものを想定することはできません。逆に、個々のラップトップ同士が、子供や教師の手間を必要とせずに自動的にネットワークを構成できる必要があります。大雑把にいえば500人の子供たちがインターネットへの一つの接続ポイントを共有できねばなりません。これは控えめな回線容量ではありますが、上記のラップトップ群とスクールサーバ間は非常に広帯域な接続である必要があります。


Children need more—not fewer—features than high-end laptops. Notably, they need three things unique to their condition: low power, sunlight readability, and automatic connectivity.

Low power is key. Most children do not have electricity at home. Therefore, a laptop needs to run on both human power and long-life batteries. Human power, whether cranking or other gestures, must run a laptop at least 1-to-10: one minute of cranking provides ten minutes of use. In the case of batteries, a 10-hour life is need. Laptops cannot be plugged in at desks in classrooms. Even the richest school does not provide power to each desk.

Sunlight-readable displays are important for outdoor use as well as power conservation. This should be achieved as an option to traditional backlighting, not as a replacement to it. Both are needed. Furthermore, during night-time use, the laptop itself needs to be the light source for the surrounding area.

Connectivity cannot assume DSL, WiFi hotspots, or the like. Instead, the laptops collectively have to make a network automatically, without child or teacher intervention. Roughly 500 children should be able to share a single point of back haul to the Internet. While this may be modest bandwidth, among themselves and with a school server they must have very broadband connections.

A further goal of the OLPC effort is to awaken the software and hardware giants to the needs of children in the developing world and thus to reconsider their strategies.

ラップトップ ギャラリー


There is a more extensive image gallery here.


Design Continuumによってデザインされた緑号プロトタイプがWSIS, Tunisiaにて国連事務局長Kofi AnnanとNicholas Negroponteによって公開されました。


プロジェクトには異なる人力オプション、例えば手回しクランク、足踏みペダル、そしてプリーシステム(訳注:紐をぐいっっとひっぱって発電するシステム)等、を模索するグループがあります。私たちのゴールはラップトップを使用するために最低でも1:10比の"クランキング"を達成することです。これはすなわち、1分クランクをまわすことで、10分利用できることを意味します。なお注意いただきたい点として、内蔵クランクについては殆ど効果がなく現実的でないという結論を下しました。すなわち人力による発電システムは本体とは分離したデバイスにしたほうが人間工学的に最も効率がよいという理由によるものです。このような発電システムが出来上がり次第、すみやかにその詳細について報告をいたします。人々が現在どのように人力発電機を利用しているかの例については、とりあえずFreecharge portable chargerをご覧下さい。

第一世代のラップトップのハードウェア仕様 は必要なものはだいたいおさえています。このデザインが現在入手可能なその他の"laptop"とは異なり、果たして本当に革新的なもので全く新しいラップトップのカテゴリになり得るかについては様々な見方があります。

The Green Machine prototype, styled by Design Continuum, was unveiled at WSIS, Tunisia by UN Secretary-General Kofi Annan and Nicholas Negroponte.

Fuseproject has developed the more recent prototypes.

We have several groups looking at different human-power options, including a hand crank, a foot treadle, and a pully system. Our goal is a minimum of a 1:10 ratio of "cranking" to use, e.g., one minute of cranking give you ten minutes of use. Note that we've determined that built in cranks are less efficient and impractical; human powered systems are best done for ergonomic reasons in separate devices. We'll post details of the generation systems as they become available. In the meantime you can look at Freecharge portable charger for examples of how people are already doing human-powered generators.

The hardware specification for the first generation machine is pretty much set. There are many aspects in which this design is truly ground breaking and make this the first of a new class of systems, unlike any other "laptop" in the world.



開発に当たって注意すべき点(開発課題)はありますが、このラップトップのためのソフトウェア開発はきわめてシンプルです。ソフトウェア開発における私たちのパートナーはRed Hatです。 私たちは丁度OLPC software task listの作成を開始しました。このリストを洗練されたものとするため支援をよろしくお願いします。



We are committed to the principle of Open Source for this project. Please refer to our manifesto: OLPC on open source software.

Developing software for this machine is very straight forward, though there are development issues you should be aware of. Our partner in software development is Red Hat. We have begun an OLPC software task list. Please help us refine this list.

Book reader feature set is a page in which traditional and nontraditional features are discussed both in abstract and in relation to the different eBook readers out there.

Wiki as an ebook reader is where we discuss the suitability of wiki as an ebook distribution medium, and why it would help solve some of the other challenges that the $100 laptop is trying to address.


OLPCはニコラス・ネグロポンテの著書 'ビーイング・デジタル'に記されている原理とともに、シーモア・パパートとそれを受けついだアラン・ケイによって開発されたconstructivist 学習理論をその拠り所としています。私たちの取り組み手法の背景の一部はDavid Cavalloのエッセイ"Models for growth—towards fundamental change in learning environments" にも見ることができますし、Antonio Battroがreflections and actions concerning a globalized educationに記しています。

OLPC is based on constructivist theories of learning pioneered by Seymour Papert and later Alan Kay, as well as the principles expressed in Nicholas Negroponte's book 'Being Digital'. Some background on our approach can be gleaned from David Cavallo's essay, "Models for growth—towards fundamental change in learning environments" Antonio Battro has written on reflections and actions concerning a globalized education.


OLPCの開発するラップトップは各国政府に対して販売が行われ、"one laptop per child"を基本として学校から子供たちに貸与されます。OLPCに関係する議論が多くの国で進んでおり、私たちはブラジル, アルゼンチン, リビア, ナイジェリア, そしてタイにおけるプログラムの立ち上げに関し更に詳細な議論をしています。さほど多くない(ラップトップの)プロトタイプの初期ロットは2007年初頭に、その他の多くの国のシードデベロッパーへ割り当てられます。ラップトップの商用バージョンについても検討が進んでいます。

OLPCグループの存在する国々のリストについてはCategory: Countriesを参照ください。

Country Task Force Meetingからの写真が閲覧できるようになっています。

The laptops will be sold to governments and issued to children by schools on a basis of "one laptop per child." Discussions are ongoing with many countries and we are in detailed discussions regarding a launch of the program in Brazil, Argentina, Libya, Nigeria, and Thailand. A modest allocation of machines will be used to seed developer communities in a number of other countries in early 2007. A commercial version of the machine will be explored in parallel.

See Category: Countries for a list of pages for countries that have OLPC groups.

Pictures from the Country Task Force Meeting are now available.


OLPCに参加するには」, 「OLPCアイデア箱」, IRCチャネル(, #OLPC), 「特定のLinuxディストリビューションに限定しない一般的OLPCの議論(メーリングリスト)」、そして「OLPCでの職探し」のページなどがこのWikiサイトに準備されています。

OLPC向けFedora Projectのページでは、OLPCハードウェア向けFedora用ソフトウェアを配布していますし、Fedora OLPC関連メーリングリストに参加することができます。

私たちは、早い時期にデバイスドライバ, 電源管理, 無線LAN, distribution, そしてユーザインタフェース関連の作業用ハードウェアを必要とする人々のために、膨大な数の動作するプロトタイプを組み立ててきました。OLPC開発者用掲示板の利用についての注意書きの冒頭には、これらのハードウェアを利用する人たちのための有用な情報が記載されています。もしこのプロジェクトを支援するための時間と情熱と、そして能力があるならば、是非開発者プログラムへの参加をお願いします。

あわせて, OLPC Google Summer of Codeなんてのも開催しているのでよろしく。

There is a page in this wiki dedicated to Getting involved in OLPC, an OLPC Idea Pool page, an IRC channel (, #OLPC), mailing lists for generic OLPC discussions not specific to any Linux distribution, and a Jobs at OLPC page.

There is a Fedora Project for OLPC, where you can get the Fedora software for the OLPC hardware and join Fedora OLPC related mailing lists.

We have had significant quantities of prototype electronics built for people who need early access to the hardware for device driver, power management, wireless, distribution and UI work. The beginnings of notes on using the OLPC developer boards contain information that may be useful to those working on this early hardware. Please get involved in the Developers Program if you have the time, energy and ability to help.

Also, we are doing a OLPC Google Summer of Code.




また現在進行中の韓国語, ポルトガル語, そして簡体字中国語の翻訳の支援をよろしくお願いします

私たちが全てを翻訳をすることはできませんが、あなたがどれを母国語の翻訳で読みたいかを是非お聞かせください。あなたが翻訳を考えておられる なら、是非ご連絡を!

いまや'古く'なってしまった初期バージョンのArabic, Bengali, Catalan, Danish, German, Greek, English (US), Farsi (Persian), Finnish, French, Hausa, Hebrew, Hindi, Indonesian, Igbo, Italian, Japanese, Lao, Nepali, Norwegian, Dutch, Polish, Portuguese, Russian, Spanish, Swedish, Telugu, Turkish, Thai, Ukrainian, Vietnamese, Yoruba, Traditional Chinese, そしてSimplified ChineseのPOファイルを作成くださった全ての翻訳者と校正者の方々の努力に感謝いたします。

There's a new set of PO files for the website. You can find more information (and the base english files) at Localization/ You can help us by either translating them into your native language or reviewing and correcting them.

Help us review the new OLPC website. We have versions in English US, and Spanish.

Help the ongoing translation work of Korean, Portuguese, and Simplified Chinese.

We can't translate everything, but we sure want to hear what you would like to see translated into your language. If you got a translation to suggest please let us know!

We would like to thank all the translators and reviewers for their efforts that made the first versions of the now 'old' PO files in Arabic, Bengali, Catalan, Danish, German, Greek, English (US), Farsi (Persian), Finnish, French, Hausa, Hebrew, Hindi, Indonesian, Igbo, Italian, Japanese, Lao, Nepali, Norwegian, Dutch, Polish, Portuguese, Russian, Spanish, Swedish, Telugu, Turkish, Thai, Ukrainian, Vietnamese, Yoruba, Traditional Chinese, and Simplified Chinese.


公式FAQがこのプロジェクトのサイトにあります; さらに広範な質問(とそれに対する回答)を集めたものはOLPC FAQです。ここにない質問についてはお気軽にOLPCに質問しようへ書き込みをどうぞ。その他OLPCにまつわる様々な話はOLPCにまつわる噂の真相です。


The official FAQ is on the project website; a more extensive collection of questions (and answers) is here: OLPC FAQ. Please feel free to pose additional questions here: Ask OLPC a Question. There is also a collection of OLPC myths.

A separate page has been created for the History of OLPC to collect information about the genesis of the project.

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