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=Research, Outcome Monitoring & Impact Evaluation=
'''Research, Outcome Monitoring & Impact Evaluation'''
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This page provides links to reports related to the OLPC project. We begin by looking at the resources used; share instruments and frameworks as well as white papers and inform about the organizations involved.
This page provides links to reports related to the OLPC project. We begin by looking at the resources used; share instruments and frameworks as well as white papers and inform about the organizations involved.


We then arrange the reports under four main headings:
We then arrange the reports under three main headings: Research[http://wiki.laptop.org/go/OLPC_research#Research], Outcome Monitoring [http://wiki.laptop.org/go/OLPC_research#Outcome_Monitoring], Impact Evaluation [http://wiki.laptop.org/go/OLPC_research#Impact_Evaluation].
# Research[http://wiki.laptop.org/go/OLPC_research#Research],
# Outcome Monitoring [http://wiki.laptop.org/go/OLPC_research#Outcome_Monitoring],
# Impact Evaluation [http://wiki.laptop.org/go/OLPC_research#Impact_Evaluation]
# and other works under Miscellaneous [http://wiki.laptop.org/go/OLPC_research#Miscellaneous].

Research, Monitoring & Evaluating is not only important as a way of improving, assessing and understanding what is happening in respective OLPC projects around the world, but also to connect this growing community at the forefront of technology integration in education to help build, suggest, and inform this field as it quickly grows and develops. In addition to the work itself, we are also at the apex of rethinking these approaches and models and innovating them to make sure the appropriate information and outcomes are being collected. The OLPC Learning Team, lead by Dr. Claudia Urrea have put forth a paper outlining the need for “Innovation in Evaluation.”[http://wiki.laptop.org/go/OLPC_research#Urrea_.26_Bender.2C_Innovation_in_Evaluation]
Research, Monitoring & Evaluating is not only important as a way of improving, assessing and understanding what is happening in respective OLPC projects around the world, but also to connect this growing community at the forefront of technology integration in education to help build, suggest, and inform this field as it quickly grows and develops. In addition to the work itself, we are also at the apex of rethinking these approaches and models and innovating them to make sure the appropriate information and outcomes are being collected. The OLPC Learning Team, lead by Dr. Claudia Urrea have put forth a paper outlining the need for “Innovation in Evaluation.”[http://wiki.laptop.org/go/OLPC_research#Urrea_.26_Bender.2C_Innovation_in_Evaluation]


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===White Papers===
===White Papers===
==== Innovation in Evaluation, Urrea & Bender ====
==== [[Media:InnovationinEvaluation-Report.pdf| Innovation in Evaluation]], by Dr. Claudia Urrea & Walter Bender (2012)====
A look at the role of innovation in evaluation within OLPC projects and tools available through Sugar. Read more about their work here [http://wiki.laptop.org/go/Innovation_in_Evaluation]
[[Media:InnovationinEvaluation-Report.pdf| Innovation in Evaluation]]


==== [http://wiki.laptop.org/images/5/53/Rwanda_Report-v7.pdf| 2011 OLPC in Rwanda Report] by OLPC HQ (2011) ====
A look at the role of innovation in evaluation within OLPC projects and tools available through Sugar.
An OLPC HQ report on aspects of the Rwanda implementation.


==== [http://www.box.net/shared/k6fsitchrvtquv7jvrut One Laptop Per Child Pilot Project: Marshall Islands] by Ministry of Education (2010) ====
==== [http://wiki.laptop.org/images/2/24/OLPCF_M%26E_Publication.pdf '''Assessment and Overview of international M&E Reports'''], by the the OLPCF Learning Team.====
This document outlines the Project Implementation Plan for the OLPC Pilot in the Marshall Islands. It is an addendum to the MOE Comprehensive Technology Plan.

==== [http://wiki.laptop.org/images/2/24/OLPCF_M%26E_Publication.pdf '''Assessment and Overview of international M&E Reports'''], by the the OLPCF Learning Team (2010)====
Recently published assessment of existing international M&E literature by local and government actors on OLPC distributions
Recently published assessment of existing international M&E literature by local and government actors on OLPC distributions


==== ''[[Media:Buchele ICAST OLPC.pdf|Ghana: The One Laptop per Child Project and Its Applicability to Ghana (BOA), Buchele & Owusu-Aning]] (pdf).====
==== [[Media:Buchele ICAST OLPC.pdf|Ghana: The One Laptop per Child Project and Its Applicability to Ghana]], by Buchele & Owusu-Aning (2007) ====
An academic overview of work in Ghana so far, providing data and raising questions for anyone considering a national implementation.'
An academic overview of work in Ghana, providing data and raising questions for anyone considering a national implementation.

==== Update from OLPC's Team in Rwanda ====
See [[OLPC Rwanda]]'s 2011 report

===Proposals (works in progress)===



===Proposals===
''Please share works in progress''


== Research ==
== Research ==
Research is defined as the intent to add new general knowledge to the field using gathered information and data, http://en.wikipedia.org/wiki/Research
Research is defined as the intent to add new general knowledge to the field using gathered information and data, [http://en.wikipedia.org/wiki/Research]
http://journals.cluteonline.com/index.php/JBER/article/viewFile/2532/2578
[http://journals.cluteonline.com/index.php/JBER/article/viewFile/2532/2578]


===Literature===
===Literature===
==== [http://escholarship.bc.edu/jtla/vol9/1/ Educational Outcomes and Research from 1:1 Computing Settings (2010)] ====
==== Tackling the Problems of Quality and Disparity in Nepal's School - Education: The OLPC Model. [[Image:SDBhatta.pdf]].====
Damian Bebell and Laura O'Dwyer <br>
:''Dr. Saurav Dev Bhatta, OLE Nepal, June 2008''
The current special edition of the Journal of Technology and Assessment presents four empirical studies of K–12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics.

The paper argues that utilizing the full potential of the OLPC concept requires simultaneous work in four areas: digital content development, teacher preparation, network and power infrastructure development, and government capacity development. And it also emphasizes the need for a systematic approach to implementation where the implementers start by learning to solve implementation challenges in a test phase.

==== 1:1 Technologies/Computing (Ethiopia) =====
[http://www.gesci.org/old/files/docman/1_to_1_Technologies_Computing_in_the_Developing_World_by_M._Hooker_GeSCI.doc 1:1 Technologies/Computing in the Developing World: Challenging the Digital Divide] (.doc file from GeSCI's [http://www.gesci.org/technology.html technology section]), by
[mailto:mary.hooker@gesci.org Mary Hooker] Education Specialist, [http://www.gesci.org Global e-Schools and Communities Initiative]. Requires ACM Membership to view.

==== Evaluation In OLPC: What For? What Has Been Done, What Could Be Done? ====
"Pierre Varly" (http://varlyproject.files.wordpress.com/2010/10/evaluations-in-olpc-varly-eng-fin1.pdf)
If systematic OLPC deployments’ evaluation is really required, this paper makes proposal to include evaluation plans and longitudinal studies in the OLPC deployments.


==== [http://www.scribd.com/doc/21868291/First-Experiences-with-OLPC-in-European-Classrooms?autodown=pdf First Experiences with OLPC in European Classrooms (2009)] ====
==== Innovating for Development : Can One Laptop Per Child Save the World's Poor? ====
Describes early programs in Graz, Austria. 10/30/2009
Mark Warschauer and Morgan Ames<br>
http://jia.sipa.columbia.edu/files/jia/033-051_Warschauer_bluelines.pdf
The paper reviews the theoretical underpinnings of OLPC, analyzes the program’s development and summarizes the current state of OLPC deployments around the world


==== [[Media:SDBhatta.pdf|Tackling the Problems of Quality and Disparity in Nepal's School - Education: The OLPC Model (2008)]] ====
==== The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives (Weston, Bain. JTLA) ====
Dr. Saurav Dev Bhatta, OLE Nepal, June 2008 <br>
The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change [http://wiki.sugarlabs.org/go/Sugar_Labs/SOM SOM] from text]]
The paper argues that utilizing the full potential of the OLPC concept requires simultaneous work in four areas: digital content development, teacher preparation, network and power infrastructure development, and government capacity development.
The Journal of Technology, Learning and Assessment ([http://escholarship.bc.edu/jtla/ JTLA])
:''Mark E. Weston and Alan Bain''


==== [http://www.gesci.org/old/files/docman/1_to_1_Technologies_Computing_in_the_Developing_World_by_M._Hooker_GeSCI.doc 1:1 Technologies/Computing in the Developing World: Challenging the Digital Divide (2008)] ====
==== Designing Collaborative Learning Tech for the Developing World (Hoadley, et al.) ====
Mary Hooker, Education Specialist, [http://www.gesci.org Global e-Schools and Communities Initiative]. Requires ACM Membership to view.
[http://www.51weeks.com/events/3/presentations/16 Designing Appropriate Collaborative Learning Technologies for the Developing World]
Christopher Hoadley, Sameer Honwad, Kenneth Tamminga. 205 ECC. September 26, 2007 10:00'' In this presentation we report on two attempts to intervene in rural Himalayan villages with educational technology, one involving desktop computer technology, and one involving participatory video. We describe the unique constraints of designing appropriate educational technology for the developing world, and we propose a fourfold framework for design.<br>


===Proposals (works in progress)===
===Proposals===
''Please share works in progress''


== Outcome Monitoring ==
== Outcome Monitoring ==
while Outcome Monitoring( is a form of evaluation or assessment. It allows programs to determine what is working, and what is not working, based from expected results, so that it may be addressed and improved on an on-going basis.
Outcome Monitoring is a form of evaluation or assessment. It allows programs to determine what is working, and what is not working, based from expected results, so that it may be addressed and improved on an on-going basis.
http://www.endvawnow.org/en/articles/340-evaluation-monitoring-outcome-and-impact.html
[http://www.endvawnow.org/en/articles/340-evaluation-monitoring-outcome-and-impact.html]


===Literature===
===Literature===
==== [[Media:Ceri Whatley Conference Paper.pdf| The role of Headmasters in the successful implementation of One Laptop per Child: A case study in Rwanda” Ceri Whatley]] ====
;Early OLPC experiences in an Uruguayan School ([http://www.cs.uiowa.edu/~hourcade/alt04-hourcade.pdf pdf])
This report on the first Uruguayan XO pilot, with 150 students in a rural school, provides a good observational overview of XO activities in the classroom.


==== [http://www.tandfonline.com/doi/abs/10.1080/1369118X.2011.559266?journalCode=rics20#preview Results from Birmingham's One Laptop per Child XO laptop project (2011)] ====
;Ceibal Assessment 2010 Summary Document .doc
[http://blog.laptop.org/2011/07/05/birmingham-first-surveys/ Shelia Cotten, et al]. This report focused on positive results for students who chose to take advantage of the program, differences that might account for teacher and student interest in taking advantage of it, and the value of bridging the digitial divide.
English translation of Evaluación del Plan Ceibal 2010 DOCUMENTO RESUMEN
http://www.anep.edu.uy/anepweb/servlet/main004?403


[[File:Ceibal Assessment 2010 Summary Document .doc]]
==== [[Media:Ceibal Assessment 2010 Summary Document .doc| Ceibal Assessment 2010 Summary Document (2010)]] ====
English translation of Evaluación del Plan Ceibal 2010 DOCUMENTO RESUMEN [http://www.anep.edu.uy/anepweb/servlet/main004?403]


;Síntesis del informe de monitoreo del estado del parque de XO a abril de 2010.
==== [http://www.ceibal.org.uy/docs/Plan_Ceibal____Informe_Estado_XO__Abril_2010.pdf Síntesis del informe de monitoreo del estado del parque de XO a abril de (2010) ] ====
Executive Summary of the 2010 OLPC monitoring report (Spanish)
Executive Summary of the 2010 OLPC monitoring report (Spanish)
(http://www.ceibal.org.uy/docs/Plan_Ceibal____Informe_Estado_XO__Abril_2010.pdf)


;Monitoreo y evaluación educativa del Plan Ceibal: Primeros resultados a nivel nacional
==== [http://www.ceibal.org.uy/docs/evaluacion_educativa_plan_ceibal_resumen.pdf Monitoreo y evaluación educativa del Plan Ceibal: Primeros resultados a nivel nacional (2010)] ====
Plan Ceibal 2010 Monitoring Report (Spanish)
Plan Ceibal 2010 Monitoring Report (Spanish)
Salamano, I., Pagés, P., Baraibar, A., Ferro, H., Pérez, L., & Pérez, M.
Salamano, I., Pagés, P., Baraibar, A., Ferro, H., Pérez, L., & Pérez, M.
(http://www.ceibal.org.uy/docs/evaluacion_educativa_plan_ceibal_resumen.pdf)


==== [http://escholarship.bc.edu/jtla/vol9/3/ After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools (2010)] ====
==== Evaluation, Uruguay ====
Brian Drayton, Joni K. Falk, Rena Stroud, Kathryn Hobbs, and James Hammerman <br>
[http://www.ceibal.org.uy/docs/evaluacion_educativa_plan_ceibal_resumen.pdf Evaluacion Educativa]
The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems, who have gone through at least one "obsolescence cycle" and are therefore several years past first implementation.

==== [http://escholarship.bc.edu/jtla/vol9/2/ One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative (2010)] ====
Damian Bebell and Rachel Kay <br>
This paper examines the educational impacts of the Berkshire Wireless Learning Initiative (BWLI), a pilot program that provided 1:1 technology access to all students and teachers across five public and private middle schools in western Massachusetts.

==== [http://www.ceibal.org.uy/docs/evaluacion_educativa_plan_ceibal_resumen.pdf Evaluacion Educativa, Plan Ceibal (Uruguay) (2009)] ====
El presente resumen de evaluación educativa contiene los primeros datos representativos a nivel nacional producidos en torno al Plan Ceibal.
El presente resumen de evaluación educativa contiene los primeros datos representativos a nivel nacional producidos en torno al Plan Ceibal.


==== [http://ideas.repec.org/p/idb/brikps/23758.html Haiti pre-pilot evaluation report (2009)] ====
==== Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools ====
This IDB report provides an analysis of usage trends and outcomes for grades 1-5 after studying 50 students, assessed by interviews and observations. Gains were observed particularly in literacy (reading and writing) and student preparedness for the future (research about envisioning their future work options.
[http://escholarship.bc.edu/jtla/vol9/3/ After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools]
:''Brian Drayton, Joni K. Falk, Rena Stroud, Kathryn Hobbs, and James Hammerman''
. The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems, who have gone through at least one "obsolescence cycle" and are therefore several years past first implementation.


==== [http://www.cs.uiowa.edu/~hourcade/alt04-hourcade.pdf Early OLPC experiences in an Uruguayan School (2008) ]====
This report on the first Uruguayan XO pilot, with 150 students in a rural school, provides a good observational overview of XO activities in the classroom.


==== [http://blog.olenepal.org/index.php/archives/321 Formative Evaluation of OLPC Project Nepal: A Summary (2008)] ====
;One to One Laptop Schools review
Rabi Karmacharya, OLE Nepal, June-August 2008 <br>
http://en.wikibooks.org/wiki/One-to-One_Laptop_Schools
This is a summary of the findings of a formative evaluation carried out by Mr. Uttam Sharma, a doctoral student at at the Department of Applied Economics at the University of Minnesota. The evaluation was carried out for OLE Nepal’s internal purpose.
Excerpt: High-level overviews of the major 1:1 projects around the world, including the Magellan project and many OLPC projects.


==== [http://go2.wordpress.com/?id=725X1342&site=olpcnyc.wordpress.com&url=http%3A%2F%2Fwww.teachingmatters.org%2Ffiles%2Folpc_kappa.pdf&sref=http%3A%2F%2Folpcnyc.wordpress.com%2Fevaluation%2F Evaluation of the Teaching Matters One Laptop Per Child (XO) Pilot at Kappa IV (2008)] ====
; [[OLPC Haiti]] pre-pilot evaluation report (IDB)
Dr. Susan Lowes, Director, Research and Evaluation; and Cyrus Luhr, Research Assistant. Institute for Learning Technologies, Teachers College/Columbia University, June 2008.<br>
The Education Division of the Inter-American Development Bank (IDB) conduted an assessment following their partial funding of the current program in Haiti. The report provides an analysis of usage trends and outcomes for grades 1-5 after studying 50 students, assessed by interviews and observations. Gains were observed particularly in literacy (reading and writing) and student preparedness for the future (research about / envisioning their future work options). Teachers, technical staff, and administrators were also interviewed. Data analysis and interview guides are included in the document.
Look at the impact of the implementation of XO laptops in Teaching Matters program in New York, USA.


===Proposals===
;Eduvision Ethiopia Implementation Report, Sep-Dec 2007
''Please share works in progress''
''[[Image:Ethiopiareport 080227a-mh-som.jpg|thumb|200px|Ethiopia Implementation Report'', September - December 2007 [http://wiki.sugarlabs.org/go/Sugar_Labs/SOM SOM] from text]]
[http://www.gg.rhul.ac.uk/ict4d/ethiopia.pdf Ethiopia Implementation Report, September - December 2007],
:''Bjorn Everts, Matthew Herren, David Hollow, Eduvision, February 2008''
See the [[Talk:Academic_Papers#Ethiopia_Report|discussion]] about this document.


== Impact Evaluation ==
The study involved 12 teachers trained to teach XO basics to classes of 2d, 7th, and 8th graders.
Impact Evaluations are a particular type of evaluation that seeks to answer cause-and-effect questions. Unlike general evaluations, which can answer many types of questions, impact evaluations are structured around one particular type of question: What is the impact (or causal effect) of a program on an outcome of interest.” [http://siteresources.worldbank.org/EXTHDOFFICE/Resources/5485726-1295455628620/Impact_Evaluation_in_Practice.pdf] [http://www.endvawnow.org/en/articles/340-evaluation-monitoring-outcome-and-impact.html]


===Literature===
==== Educational Outcomes and Research from 1:1 Computing Settings (Bebell, O'Dwyer. JTLA) ====
==== [http://www.iadb.org/en/research-and-data/publication-details,3169.html?pub_id=IDB-WP-304)Working Papers, Technology and Child Development: Evidence from the One Laptop per Child Program in Peru (2012)] ====
The Journal of Technology, Learning and Assessment ([http://escholarship.bc.edu/jtla/ JTLA])
Inter-American Development Bank February 2012 - 40 pages


The study measured
;First Experiences with OLPC in European Classrooms
# academic achievement in Math
[http://www.scribd.com/doc/21868291/First-Experiences-with-OLPC-in-European-Classrooms?autodown=pdf First Experiences with OLPC in European Classrooms] describes early programs in Graz, Austria. 10/30/2009
# academic achievement in Language
# cognitive skills - over the 15 months of the study, olpc kids are about six months ahead of peer group without OLPC XO's
# verbal fluency - over the 15 months of the study, olpc kids are about six months ahead of their peer group without OLPC XO's
# Laptop Competence - olpc kids have a good understanding of their XO and know how to work with them, search the internet, the wikipedia, use the word processor, read books, take pictures & movies, etc. - average score 65%


Not measured is e.g. the effect on the family when kids take the laptops home.
;Formative Evaluation of OLPC Project Nepal: A Summary
http://blog.olenepal.org/index.php/archives/321
:"Rabi Karmacharya, OLE Nepal, June-August 2008
This is a summary of the findings of a formative evaluation carried out by Mr. Uttam Sharma, a doctoral student at at the Department of Applied Economics at the University of Minnesota. The evaluation was carried out for OLE Nepal’s internal purpose. The results are expected to help learn about the shortcomings of the current test phase of the OLPC project so that necessary fine tuning can be done before next year’s larger deployment in more districts.


Even though this program has only recently been implemented, this document presents a few preliminary findings that could be relevant for its future development. On the one hand, we find evidence of better attitudes and expectations among teachers and parents; students that are more critical of school work and of their own performance; and a greater development of technological skills among girls and boys. On the other hand, there seems to be a decrease in the intensity of computer use in the classroom, as time passes and difficulties arise in the implementation of the project.
==== Evaluation of the Teaching Matters OLPC Pilot at Kappa IV (New York) ====
: ''[http://go2.wordpress.com/?id=725X1342&site=olpcnyc.wordpress.com&url=http%3A%2F%2Fwww.teachingmatters.org%2Ffiles%2Folpc_kappa.pdf&sref=http%3A%2F%2Folpcnyc.wordpress.com%2Fevaluation%2F Evaluation of the Teaching Matters One Laptop Per Child (XO) Pilot at Kappa IV].''
:''Dr. Susan Lowes, Director, Research and Evaluation; and Cyrus Luhr, Research Assistant. Institute for Learning Technologies, Teachers College/Columbia University, June 2008.''


More:
Look at the impact of the implementation of XO laptops in Teaching Matters program in New York, USA.
# [https://edutechdebate.org/olpc-in-peru/oscar-becerra-on-olpc-perus-long-term-impact/ Complementary info & reaction by Oscar BECERRA - Responsible for designing and implementing OLPC in Peru - on the Inter-American Development Bank paper on OLPC of February 2012]
## "In the case of the IDB study, having participated in the design and first stages I can assure the study was very well thought. However, as soon as the initial findings were reported, every interested party tried to “llevar agua para su molino” (bring water to its mill). For example, I heard many advocates of the ICT industry (the main detractor of the OLPC approach because it impacted its market share numbers) use the results to say the project was a failure and their approach should have been used."
##"attitudes and expectations of students parents and teachers which actually showed improvement. Students became more critical of the schools system and expected more of it. That is an important outcome that will certainly impact the quality for the system in the long term."
## "I did a study of impact of the program on intrinsic motivation towards school work and the results confirmed all the hypothesis. Students feel better and their readiness to work hard to learn things they think are important improves significantly more for participants in “Una Laptop por Niño” than for those who did not participate."


# [http://blog.laptop.org/2012/04/10/rodrigos-response-to-the-economist/#.VgspSI-qqko Complementary info & reaction by OLPC Association CEO Rodrigo Arboleda - on the Inter-American Development Bank paper on OLPC of February 2012]
===Proposals (works in progress)===


==== [http://wiki.laptop.org/images/0/0b/SolomonIslandsOLPCTrialsEvaluationByACER2010.pdf Evaluation of One Laptop Per Child (OLPC), Trial project in the Solomon Islands (2010)] ====
== Impact Evaluation ==
Australian Centre for Education Research 2010<br>
“Impact Evaluations(link) are a particular type of evaluation that seeks to answer cause-and-effect questions. Unlike general evaluations, which can answer many types of questions, impact evaluations are structured around one particular type of question: What is the impact (or causal effect) of a program on an outcome of interest.” http://siteresources.worldbank.org/EXTHDOFFICE/Resources/5485726-1295455628620/Impact_Evaluation_in_Practice.pdf
The Trials described below in three schools in rural [[Solomon Islands]] were evaluated independently by Australian Centre for Education Research, the report was commissioned and is now published by the Solomon Islands Ministry of Education
http://www.endvawnow.org/en/articles/340-evaluation-monitoring-outcome-and-impact.html


==== [http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=35422036 Experimental Assessment of the Program "One Laptop Per Child" in Peru (2010)] ====
===Literature===
Inter-American Development Bank July 2010<br>
==== Experimental Assessment of the Program "One Laptop Per Child" in Peru 2010 ====
This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools.
(http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=35422036)
nter-American Development Bank July 2010


==== [http://escholarship.bc.edu/jtla/vol9/5/ Laptops and Fourth Grade Literacy: Assisting the Jump over the Fourth-Grade Slump (2010)] ====
This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools.
Kurt A. Suhr, David A. Hernandez, Doug Grimes, and Mark Warschauer'<br>
This study investigated whether a one-to-one laptop program could help improve English language arts (ELA) test scores of upper elementary students.


==== [http://escholarship.bc.edu/jtla/vol9/4/ Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement (2010)] ====
==== Working Papers, Technology and Child Development: Evidence from the One Laptop per Child Program in Peru 2012 ====
Kelly S. Shapley, Daniel Sheehan, Catherine Maloney, and Fanny Caranikas-Walker <br>
(http://www.iadb.org/en/research-and-data/publication-details,3169.html?pub_id=IDB-WP-304)
This article examines the fidelity of model implementation and associations between implementation indicators and student achievement.
Inter-American Development Bank February 2012
Even though this program has only recently been implemented, this document presents a few preliminary findings that could be relevant for its future development. On the one hand, we find evidence of better attitudes and expectations among teachers and parents; students that are more critical of school work and of their own performance; and a greater development of technological skills among girls and boys. On the other hand, there seems to be a decrease in the intensity of computer use in the classroom, as time passes and difficulties arise in the implementation of the project.


==== [http://wiki.laptop.org/images/a/a5/OLPC_Lit_Review_v4_Aug2010.pdf Evaluation of OLPC programs globally: a literature review, Version 4 (2010)] ====
==== Usability Engineering evaluation of OLPC ====
by Dita Nugroho and Michele Lonsdale. Australian Council for Educational Research, August 2010
''[http://unimauro.blogspot.com/2009/11/diapositivas-de-la-sustentacion-de.html Evaluación de OLPC con Ingeniería de Usabilidad]'',
Country program summaries, with XO deployment data, funding, and reported outcomes and impacts.
An academic thesis by Ingeniero Carlos Mauro Cárdenas, Perú


==== [http://varlyproject.files.wordpress.com/2010/08/evaluation_olpc_varly.pdf L’évaluation des déploiements OLPC : quelles méthodes ?] French by Pierre Varly, consultant, member of [http://olpc-france.org OLPC France (2010)] ====
==== Laptops & Fourth Grade Literacy ====
[http://varlyproject.files.wordpress.com/2010/10/evaluations-in-olpc-varly-eng-fin1.pdf English version]
http://escholarship.bc.edu/jtla/vol9/5/ Laptops and Fourth Grade Literacy: Assisting the Jump over the Fourth-Grade Slump]
:''Kurt A. Suhr, David A. Hernandez, Doug Grimes, and Mark Warschauer''
.This study investigated whether a one-to-one laptop program could help improve English language arts (ELA) test scores of upper elementary students.


==== [http://unimauro.blogspot.com/2009/11/diapositivas-de-la-sustentacion-de.html Evaluación de OLPC con Ingeniería de Usabilidad (2009)] ====
==== Fidelity of Technology Immersion and its Relationship with Student Achievement ====
An academic thesis by Ingeniero Carlos Mauro Cárdenas, Perú
[http://escholarship.bc.edu/jtla/vol9/4/ Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement]
:''Kelly S. Shapley, Daniel Sheehan, Catherine Maloney, and Fanny Caranikas-Walker''
This article examines the fidelity of model implementation and associations between implementation indicators and student achievement.


==== OLPC for Health Clinics (Fontelo+) ====
==== [http://www.bmj.com/cgi/content/full/337/dec01_1/a2459 Extending the Benefits of OLPC for Health'' (Fontelo, BMJ) (2009)] ====
:''OLPC for Health Clinics in Developing Countries'' [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2656055/ (Fontelo, et. al. in AMIA symposium)]
:''Extending the Benefits of OLPC for Health'' [http://www.bmj.com/cgi/content/full/337/dec01_1/a2459 (Fontelo, BMJ '09)]


==== [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2656055/ OLPC for Health Clinics in Developing Countries'' Fontelo, et. al. in AMIA symposium (2008) ]====
==== An assessment of the usefulness of XOs in health clinics ====
XOs were used to provide access to health records (OpenEMR and CHITS) including medical imaging information and access to research docs (via PubMed). Possibilities for use in health educaiton and child ownership of health information are addressed.


==== [http://itidjournal.org/itid/article/viewFile/791/332 Community Factors in Technology Adoption in Primary Education: Perspectives from Rural India 2100] ====
==== Evaluation of OLPC programs globally: a literature review, Version 4'', by Dita Nugroho and Michele Lonsdale. Australian Council for Educational Research, August 2010.====
[http://wiki.laptop.org/images/a/a5/OLPC_Lit_Review_v4_Aug2010.pdf PDF] Country program summaries, with XO deployment data, funding, and reported outcomes and impacts.
The Australian Council for Educational Research shows positive global trends in evaluation of OLPC programs, they note that most programs have begun only recently. Different evaluations covered vary in scope, methodology, and stakeholders.


''Komathi Ale, Arul Chib''. 2011 USC Annenberg School for Communication & Journalism. CC-by-nc-sa.3
* [http://varlyproject.files.wordpress.com/2010/08/evaluation_olpc_varly.pdf L’évaluation des déploiements OLPC : quelles méthodes ? (PDF)], '''In French''', 22 pages, August 26th 2010, by Pierre Varly, consultant, member of [http://olpc-france.org OLPC France]


One more survey-only research, 10 children and 3 teachers, India
''Evaluation in OLPC: What for ? what has been done, what could be done?'', October 22nd 2010 [http://wiki.sugarlabs.org/go/Sugar_Labs/SOM SOM] from report text]]


===Proposals===
* [http://varlyproject.files.wordpress.com/2010/10/evaluations-in-olpc-varly-eng-fin1.pdf Evaluation in OLPC: What for ? what has been done, what could be done? (PDF)], October 22nd 2010, by Pierre Varly, consultant, member of [http://olpc-france.org OLPC France]
''Please share works in progress''

===Proposals (works in progress)===


== Miscellaneous ==
== Miscellaneous ==


==== [http://en.wikibooks.org/wiki/One-to-One_Laptop_Schools One to One Laptop Schools review (2012) ] ====
==== Reflections on a Pilot OLPC Experience in Uruguay ([http://www.cs.uiowa.edu/~hourcade/ceibal-workshop.pdf pdf]) ====
High-level overviews of the major 1:1 projects around the world, including the Magellan project and many OLPC projects.
Juan Pablo Hourcade, Daiana Beitler, Fernando Cormenzana, and Pablo Flores, 2007, Uruguay ''
...A two-page position paper presenting opinions regarding a pilot in Uruguay. From empirical data and observations, a positive impact on the children and their school activities is claimed by this Uruguayan team...


==== [http://olpcvichada.blogspot.com/2011/06/education-and-technology-for.html Autonomous Learning Skills: Education and Technology for Strengthening Culture: Colombia (2011)] ====
==== One year of experiences with XO laptops in Uruguay ====
Sandra Barragán
[http://portal.acm.org/ft_gateway.cfm?id=1551997&type=html&coll=GUIDE&dl=GUIDE&CFID=82694215&CFTOKEN=95533515 HTML overview, from the ACM]


==== [http://cl.ly/201M0s2q2l1R1K082e1V New Technology in Developing Countries: A Critique of the One-Laptop-Per-Child Program (2010)] ====
==== One Laptop Per Child Pilot Project [Addendum to Comprehensive Technology Plan] ====
Jeffrey James <br>
http://www.box.net/shared/k6fsitchrvtquv7jvrut
A critical economic analysis of OLPC as development policy in resource limited environments
Produced by the Republic of Marshall Islands Ministry of Education, this document outlines the Project Implementation Plan for the OLPC Pilot in the Marshall Islands. It is an addendum to the MOE Comprehensive Technology Plan.

==== [http://www.paiwastoon.net/olpcbn/OLPC-BriefingNote.pdf Briefing Note – One Laptop Per Child (OLPC) in Afghanistan (2010)] ====
Lima Ahmad (AIMS), Kenneth Adams (AIMS), Mike Dawson (PAIWASTOON), Carol Ruth Silver (MTSA) <br>


==== [http://edutechdebate.org/one-laptop-per-child-impact/ EduTech Debate: discussion on OLPC impact (2010)] ====
==== Autonomous Learning Skills: Education and Technology for Strengthening Culture (Colombia) ====
"Sandra Barragán"
([http://olpcvichada.blogspot.com/2011/06/education-and-technology-for.html])


==== [http://portal.acm.org/ft_gateway.cfm?id=1551997&type=html&coll=GUIDE&dl=GUIDE&CFID=82694215&CFTOKEN=95533515 One year of experiences with XO laptops in Uruguay (2009)] ====
==== Pre and post test survey results from the Birmingham, Alabama USA XO laptop dissemination (Shelia Cotten, University of Alabama-Birmingham, PI of the project) ====
HTML Overview
* [[Projects/TestUsabilityOLPC | Evaluation of the OLPC with Usability Engineering ]]
* [[OLPC_Rochester,_NY/Usability_testing_class_project|Usability testing class project]]


==== Teacher Logs from Uruguay ====
==== Teacher Logs from Uruguay (2009) ====
Objective research in Uruguay done by sampling the previously recorded Lesson Plan logs of teachers for one week, to ascertain how many had included activities involving using XOs for learning activities.[http://www.cep.edu.uy/archivos/tecnica/Circular10Tecnica_09.pdf] and [http://www.cep.edu.uy/archivos/tecnica/Circular06Tecnica_09.pdf] give basic data, such as an average use of the XO for learning activities of less than 1.5 times per week, further interpretation would be useful.
Objective research in Uruguay done by sampling the previously recorded Lesson Plan logs of teachers for one week, to ascertain how many had included activities involving using XOs for learning activities.[http://www.cep.edu.uy/archivos/tecnica/Circular10Tecnica_09.pdf] and [http://www.cep.edu.uy/archivos/tecnica/Circular06Tecnica_09.pdf] give basic data, such as an average use of the XO for learning activities of less than 1.5 times per week, further interpretation would be useful.


=== OLPCNews: OLPC Overview in 2009 ===
==== OLPCNews: OLPC Overview (2009) ====
By Wayan Vota, Christoph Derndorfer and Bryan Berry of OLPC News ('''completely independent of OLPC''')<br>
By Wayan Vota, Christoph Derndorfer and Bryan Berry of OLPC News ('''completely independent of OLPC''')<br>
http://www.olpcnews.com/commentary/olpc_news/one_laptop_per_child_overview_2009.html<br>
* http://www.olpcnews.com/commentary/olpc_news/one_laptop_per_child_overview_2009.html<br>
http://www.olpcnews.com/files/One_Laptop_Per_Child_Overview_2009.pdf
* http://www.olpcnews.com/files/One_Laptop_Per_Child_Overview_2009.pdf


==== [[OLPC_Rochester,_NY/Usability_testing_class_project|OLPC Rochester, NY/Usability testing class project (2008)]] ====
==== Briefing Note – One Laptop Per Child (OLPC) in Afghanistan ====
Lima Ahmad (AIMS), Kenneth Adams (AIMS), Mike Dawson (PAIWASTOON), Carol Ruth Silver (MTSA) <br>
http://www.paiwastoon.net/olpcbn/OLPC-BriefingNote.pdf


==== [http://www.cs.uiowa.edu/~hourcade/ceibal-workshop.pdf Reflections on a Pilot OLPC Experience in Uruguay (2007)] ====
=== EduTech Debate: discussion on OLPC impact in 2010 ===
Juan Pablo Hourcade, Daiana Beitler, Fernando Cormenzana, and Pablo Flores, 2007, Uruguay
http://edutechdebate.org/one-laptop-per-child-impact/
A two-page position paper presenting opinions regarding a pilot in Uruguay. From empirical data and observations, a positive impact on the children and their school activities is claimed by this Uruguayan team.
====IDE de programación orientado al desarrollo de arquitecturas robóticas basadas en comportamientos====
''Andrés Aguirre'' Nov. 2013, proyecto de grado (Universidad de la República, Uruguay)


Existen dentro de la educación distintos entornos para implementar comportamientos robóticos para el robot Butiá. Sin embargo, ninguno de estos promueve la estructuración de los programas desarrollados utilizando una arquitectura del paradigma reactivo... ...este proyecto se realizó como una extensión del entorno de desarrollo existente Etoys orientado a la arquitectura reactiva Subsumption.


==== [https://theconversation.com/why-schools-should-provide-one-laptop-per-child-58696 Why Schools Should Provide One Laptop Per Child (2016) ] ====
==== External links ====
By Binbin Zheng, Michigan State University and Mark Warschauer, University of California, both researchers of technology and learning in K-12 environments for over 10 years, write about their conclusions based upon their own research, experiences and results of 96 published global studies and found significant benefits: students’ test scores in science, writing, math and English language arts improved significantly and the benefits were not limited to test scores. OLPC is regularly mentioned.

=== External links ===
* [http://www.ceibal.edu.uy/ Portal Ceibal] (Uruguay)
* [http://www.ceibal.edu.uy/ Portal Ceibal] (Uruguay)
* [http://www.perueduca.edu.pe/olpc/OLPC_Home.html Peru Educa] (Peru)
* [http://www.perueduca.edu.pe/olpc/OLPC_Home.html Peru Educa] (Peru)
* [http://wiki.paraguayeduca.org/index.php/Portada Paraguay Educa] (Paraguay)
* [http://wiki.paraguayeduca.org/index.php/Portada Paraguay Educa] (Paraguay)
* [http://www.mochiladigitaltelmex.com.mx/olpc/index.php/Herramientas_pedag%C3%B3gicas Mochila Digital] (Mexico)
* [http://www.mochiladigitaltelmex.com.mx/olpc/index.php/Herramientas_pedag%C3%B3gicas Mochila Digital] (Mexico)

[[Category:Evaluation]]
[[Category:Research]]
[[Category:Statistics]]
[[Category:Metrics]]

Latest revision as of 10:24, 27 July 2016

Research, Outcome Monitoring & Impact Evaluation

Introduction

This page provides links to reports related to the OLPC project. We begin by looking at the resources used; share instruments and frameworks as well as white papers and inform about the organizations involved.

We then arrange the reports under four main headings:

  1. Research[1],
  2. Outcome Monitoring [2],
  3. Impact Evaluation [3]
  4. and other works under Miscellaneous [4].

Research, Monitoring & Evaluating is not only important as a way of improving, assessing and understanding what is happening in respective OLPC projects around the world, but also to connect this growing community at the forefront of technology integration in education to help build, suggest, and inform this field as it quickly grows and develops. In addition to the work itself, we are also at the apex of rethinking these approaches and models and innovating them to make sure the appropriate information and outcomes are being collected. The OLPC Learning Team, lead by Dr. Claudia Urrea have put forth a paper outlining the need for “Innovation in Evaluation.”[5]

We look forward for OLPC communities to continue contributing and sharing their work as well as welcome those looking for information on OLPC projects.

Please see also Experience, Constructionism, Reviews of OLPC, and Class Acts (a FLOSS Manuals community publication) for articles and other anecdotal works.

Resources

Instruments & Framework

to be added

White Papers

Innovation in Evaluation, by Dr. Claudia Urrea & Walter Bender (2012)

A look at the role of innovation in evaluation within OLPC projects and tools available through Sugar. Read more about their work here [6]

2011 OLPC in Rwanda Report by OLPC HQ (2011)

An OLPC HQ report on aspects of the Rwanda implementation.

One Laptop Per Child Pilot Project: Marshall Islands by Ministry of Education (2010)

This document outlines the Project Implementation Plan for the OLPC Pilot in the Marshall Islands. It is an addendum to the MOE Comprehensive Technology Plan.

Assessment and Overview of international M&E Reports, by the the OLPCF Learning Team (2010)

Recently published assessment of existing international M&E literature by local and government actors on OLPC distributions

Ghana: The One Laptop per Child Project and Its Applicability to Ghana, by Buchele & Owusu-Aning (2007)

An academic overview of work in Ghana, providing data and raising questions for anyone considering a national implementation.

Proposals

Please share works in progress

Research

Research is defined as the intent to add new general knowledge to the field using gathered information and data, [7] [8]

Literature

Educational Outcomes and Research from 1:1 Computing Settings (2010)

Damian Bebell and Laura O'Dwyer
The current special edition of the Journal of Technology and Assessment presents four empirical studies of K–12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics.

First Experiences with OLPC in European Classrooms (2009)

Describes early programs in Graz, Austria. 10/30/2009

Tackling the Problems of Quality and Disparity in Nepal's School - Education: The OLPC Model (2008)

Dr. Saurav Dev Bhatta, OLE Nepal, June 2008
The paper argues that utilizing the full potential of the OLPC concept requires simultaneous work in four areas: digital content development, teacher preparation, network and power infrastructure development, and government capacity development.

1:1 Technologies/Computing in the Developing World: Challenging the Digital Divide (2008)

Mary Hooker, Education Specialist, Global e-Schools and Communities Initiative. Requires ACM Membership to view.

Proposals

Please share works in progress

Outcome Monitoring

Outcome Monitoring is a form of evaluation or assessment. It allows programs to determine what is working, and what is not working, based from expected results, so that it may be addressed and improved on an on-going basis. [9]

Literature

The role of Headmasters in the successful implementation of One Laptop per Child: A case study in Rwanda” Ceri Whatley

Results from Birmingham's One Laptop per Child XO laptop project (2011)

Shelia Cotten, et al. This report focused on positive results for students who chose to take advantage of the program, differences that might account for teacher and student interest in taking advantage of it, and the value of bridging the digitial divide.

Ceibal Assessment 2010 Summary Document (2010)

English translation of Evaluación del Plan Ceibal 2010 DOCUMENTO RESUMEN [10]

Síntesis del informe de monitoreo del estado del parque de XO a abril de (2010)

Executive Summary of the 2010 OLPC monitoring report (Spanish)

Monitoreo y evaluación educativa del Plan Ceibal: Primeros resultados a nivel nacional (2010)

Plan Ceibal 2010 Monitoring Report (Spanish) Salamano, I., Pagés, P., Baraibar, A., Ferro, H., Pérez, L., & Pérez, M.

After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools (2010)

Brian Drayton, Joni K. Falk, Rena Stroud, Kathryn Hobbs, and James Hammerman
The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems, who have gone through at least one "obsolescence cycle" and are therefore several years past first implementation.

One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative (2010)

Damian Bebell and Rachel Kay
This paper examines the educational impacts of the Berkshire Wireless Learning Initiative (BWLI), a pilot program that provided 1:1 technology access to all students and teachers across five public and private middle schools in western Massachusetts.

Evaluacion Educativa, Plan Ceibal (Uruguay) (2009)

El presente resumen de evaluación educativa contiene los primeros datos representativos a nivel nacional producidos en torno al Plan Ceibal.

Haiti pre-pilot evaluation report (2009)

This IDB report provides an analysis of usage trends and outcomes for grades 1-5 after studying 50 students, assessed by interviews and observations. Gains were observed particularly in literacy (reading and writing) and student preparedness for the future (research about envisioning their future work options.

Early OLPC experiences in an Uruguayan School (2008)

This report on the first Uruguayan XO pilot, with 150 students in a rural school, provides a good observational overview of XO activities in the classroom.

Formative Evaluation of OLPC Project Nepal: A Summary (2008)

Rabi Karmacharya, OLE Nepal, June-August 2008
This is a summary of the findings of a formative evaluation carried out by Mr. Uttam Sharma, a doctoral student at at the Department of Applied Economics at the University of Minnesota. The evaluation was carried out for OLE Nepal’s internal purpose.

Evaluation of the Teaching Matters One Laptop Per Child (XO) Pilot at Kappa IV (2008)

Dr. Susan Lowes, Director, Research and Evaluation; and Cyrus Luhr, Research Assistant. Institute for Learning Technologies, Teachers College/Columbia University, June 2008.
Look at the impact of the implementation of XO laptops in Teaching Matters program in New York, USA.

Proposals

Please share works in progress

Impact Evaluation

Impact Evaluations are a particular type of evaluation that seeks to answer cause-and-effect questions. Unlike general evaluations, which can answer many types of questions, impact evaluations are structured around one particular type of question: What is the impact (or causal effect) of a program on an outcome of interest.” [11] [12]

Literature

Papers, Technology and Child Development: Evidence from the One Laptop per Child Program in Peru (2012)

Inter-American Development Bank February 2012 - 40 pages

The study measured

  1. academic achievement in Math
  2. academic achievement in Language
  3. cognitive skills - over the 15 months of the study, olpc kids are about six months ahead of peer group without OLPC XO's
  4. verbal fluency - over the 15 months of the study, olpc kids are about six months ahead of their peer group without OLPC XO's
  5. Laptop Competence - olpc kids have a good understanding of their XO and know how to work with them, search the internet, the wikipedia, use the word processor, read books, take pictures & movies, etc. - average score 65%

Not measured is e.g. the effect on the family when kids take the laptops home.

Even though this program has only recently been implemented, this document presents a few preliminary findings that could be relevant for its future development. On the one hand, we find evidence of better attitudes and expectations among teachers and parents; students that are more critical of school work and of their own performance; and a greater development of technological skills among girls and boys. On the other hand, there seems to be a decrease in the intensity of computer use in the classroom, as time passes and difficulties arise in the implementation of the project.

More:

  1. Complementary info & reaction by Oscar BECERRA - Responsible for designing and implementing OLPC in Peru - on the Inter-American Development Bank paper on OLPC of February 2012
    1. "In the case of the IDB study, having participated in the design and first stages I can assure the study was very well thought. However, as soon as the initial findings were reported, every interested party tried to “llevar agua para su molino” (bring water to its mill). For example, I heard many advocates of the ICT industry (the main detractor of the OLPC approach because it impacted its market share numbers) use the results to say the project was a failure and their approach should have been used."
    2. "attitudes and expectations of students parents and teachers which actually showed improvement. Students became more critical of the schools system and expected more of it. That is an important outcome that will certainly impact the quality for the system in the long term."
    3. "I did a study of impact of the program on intrinsic motivation towards school work and the results confirmed all the hypothesis. Students feel better and their readiness to work hard to learn things they think are important improves significantly more for participants in “Una Laptop por Niño” than for those who did not participate."
  1. Complementary info & reaction by OLPC Association CEO Rodrigo Arboleda - on the Inter-American Development Bank paper on OLPC of February 2012

Evaluation of One Laptop Per Child (OLPC), Trial project in the Solomon Islands (2010)

Australian Centre for Education Research 2010
The Trials described below in three schools in rural Solomon Islands were evaluated independently by Australian Centre for Education Research, the report was commissioned and is now published by the Solomon Islands Ministry of Education

Experimental Assessment of the Program "One Laptop Per Child" in Peru (2010)

Inter-American Development Bank July 2010
This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools.

Laptops and Fourth Grade Literacy: Assisting the Jump over the Fourth-Grade Slump (2010)

Kurt A. Suhr, David A. Hernandez, Doug Grimes, and Mark Warschauer'
This study investigated whether a one-to-one laptop program could help improve English language arts (ELA) test scores of upper elementary students.

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement (2010)

Kelly S. Shapley, Daniel Sheehan, Catherine Maloney, and Fanny Caranikas-Walker
This article examines the fidelity of model implementation and associations between implementation indicators and student achievement.

Evaluation of OLPC programs globally: a literature review, Version 4 (2010)

by Dita Nugroho and Michele Lonsdale. Australian Council for Educational Research, August 2010 Country program summaries, with XO deployment data, funding, and reported outcomes and impacts.

L’évaluation des déploiements OLPC : quelles méthodes ? French by Pierre Varly, consultant, member of OLPC France (2010)

English version

Evaluación de OLPC con Ingeniería de Usabilidad (2009)

An academic thesis by Ingeniero Carlos Mauro Cárdenas, Perú

Extending the Benefits of OLPC for Health (Fontelo, BMJ) (2009)

OLPC for Health Clinics in Developing Countries Fontelo, et. al. in AMIA symposium (2008)

Community Factors in Technology Adoption in Primary Education: Perspectives from Rural India 2100

Komathi Ale, Arul Chib. 2011 USC Annenberg School for Communication & Journalism. CC-by-nc-sa.3

One more survey-only research, 10 children and 3 teachers, India

Proposals

Please share works in progress

Miscellaneous

One to One Laptop Schools review (2012)

High-level overviews of the major 1:1 projects around the world, including the Magellan project and many OLPC projects.

Autonomous Learning Skills: Education and Technology for Strengthening Culture: Colombia (2011)

Sandra Barragán

New Technology in Developing Countries: A Critique of the One-Laptop-Per-Child Program (2010)

Jeffrey James
A critical economic analysis of OLPC as development policy in resource limited environments

Briefing Note – One Laptop Per Child (OLPC) in Afghanistan (2010)

Lima Ahmad (AIMS), Kenneth Adams (AIMS), Mike Dawson (PAIWASTOON), Carol Ruth Silver (MTSA)

EduTech Debate: discussion on OLPC impact (2010)

One year of experiences with XO laptops in Uruguay (2009)

HTML Overview

Teacher Logs from Uruguay (2009)

Objective research in Uruguay done by sampling the previously recorded Lesson Plan logs of teachers for one week, to ascertain how many had included activities involving using XOs for learning activities.[13] and [14] give basic data, such as an average use of the XO for learning activities of less than 1.5 times per week, further interpretation would be useful.

OLPCNews: OLPC Overview (2009)

By Wayan Vota, Christoph Derndorfer and Bryan Berry of OLPC News (completely independent of OLPC)

OLPC Rochester, NY/Usability testing class project (2008)

Reflections on a Pilot OLPC Experience in Uruguay (2007)

Juan Pablo Hourcade, Daiana Beitler, Fernando Cormenzana, and Pablo Flores, 2007, Uruguay A two-page position paper presenting opinions regarding a pilot in Uruguay. From empirical data and observations, a positive impact on the children and their school activities is claimed by this Uruguayan team.

IDE de programación orientado al desarrollo de arquitecturas robóticas basadas en comportamientos

Andrés Aguirre Nov. 2013, proyecto de grado (Universidad de la República, Uruguay)

Existen dentro de la educación distintos entornos para implementar comportamientos robóticos para el robot Butiá. Sin embargo, ninguno de estos promueve la estructuración de los programas desarrollados utilizando una arquitectura del paradigma reactivo... ...este proyecto se realizó como una extensión del entorno de desarrollo existente Etoys orientado a la arquitectura reactiva Subsumption.

Why Schools Should Provide One Laptop Per Child (2016)

By Binbin Zheng, Michigan State University and Mark Warschauer, University of California, both researchers of technology and learning in K-12 environments for over 10 years, write about their conclusions based upon their own research, experiences and results of 96 published global studies and found significant benefits: students’ test scores in science, writing, math and English language arts improved significantly and the benefits were not limited to test scores. OLPC is regularly mentioned.

External links