OLPC research

This page provides links to research reports related to the OLPC project. See also Experience, Constructionism, Reviews of OLPC, and Class Acts (a FLOSS Manuals community publication) for articles and other anecdotal evidence.

Literature Reviews

Evaluation of OLPC programs globally (Nugroho, Lonsdale)

Evaluation of OLPC Programs Globally; a Literature Review SOM from text

Evaluation of OLPC programs globally: a literature review, V2, by Dita Nugroho and Michele Lonsdale. Australian Council for Educational Research, March 2009. PDF Country program summaries, with XO deployment data, funding, and impacts.

The Australian Council for Educational Research conducted its own review several times a year, including summary observation. They provide a good overview of both formal and informal evaluations of OLPC programs in 12 countries. They include timelines, methodologies, and outcomes (or expected outcomes). While their meta-evaluation 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.

The authors encourage the need to address evaluation in the early stages of program design and planning to build understanding of design, implementation, and results.

OLPC experiences

OLPC has helped country leaders plan and commit to national education projects involving 1-to-1 use of laptops in schools since 2006. In January 2005, OLPC announced an intent to design a laptop for children and make learning with child-owned laptops the norm, and by January 2007 the first "XO" laptop trials<ref>For the purposes of this review, distributions and deployments mean schools or larger educational groups in which all children in certain grades and all of their teachers have their own laptop. </ref> were underway with primary school children and teachers, in Brasil, Nigeria, and Peru. As of December 2009, OLPC has shipped 1.2 million XO laptops to 31 countries.

Countries planning large-scale national deployments of XOs for primary schools ("country partners") began making public commitments to olpc in 2007.<ref>Initially Peru, Nigeria, Argentina, Libya, Thailand and Uruguay.</ref> Feedback was gathered about changes to the laptop<ref> Including at a detailed country meeting in 2007</ref>, and the earliest deployments of the mass-production version of XO laptops (XO-1) began in Peru and Uruguay in late 2007.<ref>There were a few significant revisions in the XO-1 design over the following year: strengthening the keyboard membrane to improve its thickness and lifespan, and improving the robustness and responsiveness of the touchpad.</ref>

National plans for project-based learning, adjusted national teaching standards, community and family engagement through XOs, and digital publishing of activities and school materials, have developed furthest in Peru and Uruguay. Both of those countries have steadily expanded their programs in size and scope since 2007.

Research papers and reports

See also separate page: Academic papers

CEIBAL Reports

Official overviews, December 2009

slightly manicured report for official government consumption, balanced views and extensive raw data from many thousands of reports. No "negative" outcomes.

• Evaluacion Educativa

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

• Impacto Social

Monitoreo y evaluación del Plan CEIBAL
Poblaciones beneficiarias. Impactos en el acceso
Impactos en el uso de computadoras en niños y familias
Resultados e impactos desde una perspectiva social
Opiniones y valoraciones de la población
Síntesis y balance de impactos positivos, alertas y desafíos a futuro

Work by Hourcade / Flores

By Hourcade and Pablo Flores, an Uruguayan national who led some of the volunteer initiatives during the planning year of the CEIBAL project and produced the handbook that went home to the family of every child with an XO.

One year of experiences with XO laptops in Uruguay

HTML overview, from the ACM

An update on the original "Early OLPC experiences" paper, below.

Early OLPC experiences in an Uruguayan School (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.

Uruguay as a country has now reached saturation of primary schools with XOs, and has a couple of independent long-range assessments underway; this study is an interesting historical footnote to those. Technical problems with beta machines including problems with the XO interface were cited as hindrances to learning and collaboration. The study observed positive impact with students as content creators, growing interest in reading and writing, and growth of reseach via the Web.

Reflections on a Pilot OLPC Experience in Uruguay (pdf)

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...

one of the authors has indicated current challenges are different, see Pablo Flores' May 2009 comment here

Recent pilot report

details to come. formal report by pilot observers

Positive impact seen from a 300-student pilot. Parents, students, teachers and community members see benefits program. Ministry officers see clear potential benefits for schools. Appreciation was repeatedly expressed in interviews with participants. There were some technical difficulties with charging, for instance, but the technology was generally accepted in this rural community. More technical support and training of locals is needed, with ongoing evaluation.

In the first term, students showed pride of ownership, had something to share with their faimliy, showed increased attendance and socializing with other students at school. Parents were able to learn as well, and similarly had a way to help children with their learning.

OLPC Haiti pre-pilot evaluation report (IDB)

Internal assessment report, focused on a small sample.

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.

Eduvision Ethiopia Implementation Report, Sep-Dec 2007

Ethiopia Implementation Report, September - December 2007 SOM from text

Ethiopia Implementation Report, September - December 2007,

Bjorn Everts, Matthew Herren, David Hollow, Eduvision, February 2008

Somewhat massaged report combining short-term observations with a whitepaper promoting the non-profit's own work and software (used in conjunction with OLPC) with an eye towards their future fundraising. Limited data, casual methodology, some interesting anecdotes; not academic. See the discussion about this document.

Eduvision is a small educational non-profit that has proposed its pedagogical aids as useful classroom options for Ethiopia's deployment. They sponsored this report, which discusses the educational setting and modes of teaching in Ethiopia, presenting them as necessary cultural guidelines for successful adoption. The study recommends Eduvision's methods and tools as an incremental step toward creative thinking and independent inquiry for students in Ethiopia's system.

The study involved 12 teachers trained to teach XO basics to classes of 2d, 7th, and 8th graders. After distribution and use for 2 months, students were given batteries of activity tests, task completion tests, and questionnaires. Structured interviews were then held with students and teachers. Positive changes observed and tracked included

1. productive changes in teaching styles (of teachers)
2. increased student collaboration and dialogue
3. support of eachother's learning process and objectives

Student motivation improved, and introducing gaming was cited as a way to promote attention to the curriculum.

Ghana: The One Laptop per Child Project and Its Applicability to Ghana (BOA)

Buchele & Owusu-Aning (pdf). Designed as an academic overview of work in Ghana so far, providing data and raising questions for anyone considering a national implementation.

This paper presents an assessment of OLPC in Ghana with an equitable approach to criticism. Buchele was in charge of part of teacher training for Ghana's first OLPC efforts. 'Applicability' is explored in terms of human development (particularly literacy), access to education, and specific ICT goals currently set forth by the Ghanaian Education Ministry.

The assessment refers to Ghana as a country most suited for OLPC collaboration. Challenges for implementation and funding, and questions for the government to answer, are discussed.

OLPC regional case studies: Asia, Africa, Europe and Latin America (Hooker)

This is a broad review of four OLPC projects in Ethiopia, Nepal, Ireland and Uruguay, including strategies for implementation and educational context. Some basic analysis and key findings are summarized.

First Experiences with OLPC in European Classrooms

First Experiences with OLPC in European Classrooms describes early programs in Graz, Austria. 10/30/2009

Nepal

Tackling the Problems of Quality and Disparity in Nepal's School - Education: The OLPC Model SOM from text

Tackling the Problems of Quality and Disparity in Nepal's School - Education: The OLPC Model. File:SDBhatta.pdf.

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. 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...

Evaluation of the Teaching Matters OLPC Pilot at Kappa IV (New York)

Evaluation of the Teaching Matters One Laptop Per Child SOM from text

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.

"Although the students saw the advantages of the XO in terms of its various specific functions or pieces of software, one theme that ties all these reported activities together is the several ways that the XOs allowed students to share: whether they were using the XOs for writing, taking photos, making videos, chatting, or whether they were rotating their screens or using the software to share them virtually, they were in every case sharing their thoughts or sharing their work.

"When asked if there were existing functions that they would like to use more frequently, [the students] listed the creative software (Etoys, TurtleArt, and TamTamEdit) that could have educational uses but are not currently integrated into the Teaching Matters curriculum."

Topical studies

Using OLPC technology as a Computer: Computer Science Case Study (Buchele)

This paper gives a technial overview of the XO as a computer that can be used as a learning catalyst in computer science classes. Well suited to help students understand topics from design of computer architectures to communication networks, to the development of educational software. Points to use by community beyond the primary school education system.

OLPC for Health Clinics (Fontelo+)

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

Extending the Benefits of OLPC for Health (Fontelo, BMJ '09)

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.

Stakeholder and Implementing Partner status presentations

The Starfish on the Beach: OLPC for the poorest and most remote, and how? (Becerra)

Oscar Becerra of Peru's Ministry of Education overviews OLPC distribution in Peru with their inspiration for the project, an overview of public ed, and plans for integration over time. The presentaiton presents the pilot project in Arahuay with strong positive results in literacy. Integration concerns are discussed.

Plan Ceibal: One Laptop per Child and Teacher (Brechner, LATU)

Miguel Brechner, of Uruguay's LATU, provides an overview of Uruguay's deployment with distribution numbers, demographic info, timelines, and anecdotal learning stories from the first full year of the project.

Plan Ceibal Technical Area (Haim)

Fiorella Haim presents the technical details of networking implementation, school installation, and XO tracking in Plan Ceibal. With a tremendous attention to detail, Ceibal adapted software for strategic mapping of connectivity, use, and software updates in schools.

General 1:1 reports and reviews

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives (WB)

( This is the most recent of 6 articles from the January/February 2010 Special Edition of the JLTA (Journal of Technology, Learning and Assessment) on "Educational Outcomes and Research from 1:1 Computing Setting" : http://escholarship.bc.edu/jtla/ )

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change (Mark Weston and Alan Bain)

JTLA Vol 9, No 6.

This is a review of ten years of enthusiastic rhetoric about 1:1 laptop initiatives, and criticisms of same from educational observers and critics (particularly those who advocate other models of educational change instead). The authors review over 100 papers, assessments, and smaller overviews, primarily of US educational efforts. They claim that for generations, most efforts to induce short-term measurable change in learning and teaching outcomes have failed by those limited metrics, and that 1:1 computing has attracted more than its share of criticism by being a recent high-profile and large-budget effort.

Some specific conclusions are drawn about the benefits of "cognitive tools" in saturation, and what sorts of schools and communities can best benefit from them. This seems like novel speculation and research -- citations are given mainly as a way of indicating what not to do. The authors recommend trying such efforts with self-organizing schools that engages students as well as teachers in designing the use of new tools, with active feedback loops that help all teachers and students contribute to a single pool of ideas and practices. And they conclude that many 1:1 programs make "idiosyncratic and sporadic" use of technology, advising "systemic and ubiquitous" use in a community instead.

One Laptop Per Child Overview in 2009

By Wayan Vota, Christoph Derndorfer and Bryan Berry of OLPC News (completely independent of OLPC)
http://www.olpcnews.com/commentary/olpc_news/one_laptop_per_child_overview_2009.html
http://www.olpcnews.com/files/One_Laptop_Per_Child_Overview_2009.pdf

Conclusion Excerpt:

Despite the setbacks, OLPC dramatically changed the computer industry and the whole debate around technology in education. The XO-1 introduced technology advances now emulated by mainstream computers and the "$100 laptop" moniker has now become a rally cry for all consumers - from individuals to governments - to put appropriate power, performance, portability and price at the forefront of computing design.

With the intense focus on one laptop per child levels of computer saturation in education, conversations around introducing technology in the classroom have shifted from "if" to "how" and spawned innovation in both technology and pedagogy. So no matter the future of OLPC or its iconic laptop, we are seeing only the beginning of their long-term influence on technology and education.

One to One Laptop Schools review

http://en.wikibooks.org/wiki/One-to-One_Laptop_Schools

Excerpt: Coverage of major 1:1 projects around the world, including the Magellan project and many OLPC projects. Descriptive more than stats-based; often covers projects up to launch but not beyond.

The shape of XO disruption

A study of the influence that the XO Laptop (the One Laptop Per Child Laptop) has on a middle school learning environment (draft HTML)

Data to be collected:

1. Surveys that will examine the students’ ability to work effectively on projects; their comfort and proficiency with technology; and their autonomy as learners.
2. Interviews with teachers and students in small groups.
3. Samples of student work.
4. Information about what programs are being used on the laptops and for how long.
5. Observational recordings of classroom activities, in the form of notes as well as audio and video recordings.
6. Samples of lesson plans.
7. Assessments of student work.

OLPC technical presentations

Laptop Power

Laptop Power SOM from text

Laptop Power

Richard Smith, OLPC, Cambridge Country Workshop, May 20 2008

1:1 computing, Collaborative learning technology

Designing Appropriate Collaborative Learning Tech for the Developing World (Hoadley, et al.)

Designing Appropriate Collaborative Learning Technologies for the Developing World SOM from text

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.
A criticism of OLPC appears in the last section of this presentation.

Educational Outcomes and Research from 1:1 Computing Settings (Bebell, O'Dwyer. JTLA)

Educational Outcomes and Research from 1:1 Computing Settings SOM from text

The Journal of Technology, Learning and Assessment (JTLA)

Educational Outcomes and Research from 1:1 Computing Settings

Damian Bebell and Laura O'Dwyer

Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. 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. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.

One to One Computing: Quantitative Results from the Berkshire Wireless Learning Initiative (Bebell, Kay. JTLA)

One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative SOM from text

The Journal of Technology, Learning and Assessment (JTLA)

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

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. Using a pre/post comparative study design, the current study explores a wide range of program impacts over the three years of the project’s implementation. Specifically, the current document provides an overview of the project background, implementation, research design and methodology, and a summary of the quantitative results. The study details how teaching and learning practices changed when students and teachers were provided with laptops, wireless learning environments, and additional technology resources. The results found that both the implementation and outcomes of the program were varied across the five 1:1 settings and over the three years of the student laptop implementation. Despite these differences, there was evidence that the types of educational access and opportunities afforded by 1:1 computing through the pilot program led to measurable changes in teacher practices, student achievement, student engagement, and students’ research skills.

After Installation: Ubiquitous Computing and High School Science in 3 Experienced, High-Tech Schools (Drayton, et al. JTLA)

After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools SOM from text

The Journal of Technology, Learning and Assessment (JTLA)

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

There are few studies of the impact of ubiquitous computing on high school science, and the majority of studies of ubiquitous computing report on the first period of implementation. 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. Data shows how the affordances of 1:1, wireless environment are being deployed in these science classrooms, and the effects of the environment on science content, data analysis, labs and other uses for visualizations, and classroom interaction. While some positive effects are clearly seen in these classrooms, even 5 years or more into the innovation, problems remain, and school cultural factors seem to play an important role in teacher uptake and integration of the technology. Implications for teacher learning are discussed.

Implementation Fidelity of Technology Immersion and Student Achievement (Shapley, et al. JTLA)

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement SOM from text

The Journal of Technology, Learning and Assessment (JTLA)

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

Kelly S. Shapley, Daniel Sheehan, Catherine Maloney, and Fanny Caranikas-Walker

In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.

Laptops and Fourth Grade Literacy (Suhr, et al. JTLA)

Laptops and Fourth Grade Literacy: Assisting the Jump over the Fourth-Grade Slump SOM from text

The Journal of Technology, Learning and Assessment (JTLA)

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

Kurt A. Suhr, David A. Hernandez, Doug Grimes, and Mark Warschauer

School districts throughout the country are considering how to best integrate technology into instruction. There has been a movement in many districts toward one-to-one laptop instruction, in which all students are provided a laptop computer, but there is concern that these programs may not yield sufficiently improved learning outcomes to justify their substantial cost. And while there has been a great deal of research on the use of laptops in schools, there is little quantitative research systematically investigating the impact of laptop use on test outcomes, and none among students at the fourth-to-fifth grade levels. This study investigated whether a one-to-one laptop program could help improve English language arts (ELA) test scores of upper elementary students, a group that often faces a slowdown of literacy development during the transition from learning to read to reading to learn known as the fourth-grade slump. We explore these questions by comparing changes in the ELA test scores of a group of students who entered a one-to-one laptop program in the fourth grade to a similar group of students in a traditional program in the same school district. After two years’ participation in the program, laptop students outperformed non-laptop students on changes in the ELA total score and in the three subtests that correspond most closely to frequent laptop use: writing strategies, literary response and analysis, and reading comprehension.

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change (Weston, Bain. JTLA)

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change SOM from text

The Journal of Technology, Learning and Assessment (JTLA)

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change

Mark E. Weston and Alan Bain

This article responds to a generation of techno-criticism in education. It contains a review of the key themes of that criticism. The context of previous efforts to reform education reframes that criticism. Within that context, the question is raised about what schools need to look and be like in order to take advantage of laptop computers and other technology. In doing so, the article presents a vision for self-organizing schools.

1:1 Technologies/Computing (Ethiopia)

Technologies/Computing in the Developing World: Challenging the Digital Divide SOM from text

1:1 Technologies/Computing in the Developing World: Challenging the Digital Divide (.doc file), by Mary Hooker Education Specialist, Global e-Schools and Communities Initiative. Requires ACM Membership to view.

Very conventional, and not at all helpful in coming to grips with OLPC innovation and its consequences.--Mokurai 19:06, 23 October 2008 (UTC)

ICT learning study for Chile. PISA Results 2006 (Kluttig, et al.)

Martha Kluttig, Claudia Peirano, Constanza Vergara (pdf)

There is a low, significant and positive effect of the use of computers at home regarding school achievement. Furthermore, the frequent use of the computer at home impacts positively learning in science.

The relation between frequency of use and achievement hides a differentiated relation regarding to the type of task performed with the computer.

We haven't found concluding evidence to establish that having more computers available at school has impact on the performance of the students.

Ongoing Research (not yet published)

Please add topics and links

• Pre and post test survey results from the Birmingham, Alabama USA XO laptop dissemination (Shelia Cotten, University of Alabama-Birmingham, PI of the project)

• Evaluation of the OLPC with Usability Engineering
• Usability testing class project

• Results of portfolio methods for children with disabilities and for ESL learners

• Bryan Berry on a counting program that brought Nepalese children up several grade levels in arithmetic

• Increases in attendance

• Laptop hospital created by six-year-olds (where?)

• Programming for children

Other Resources

Education Bibliographies

Moved to Sugar Labs wiki page

The following selected bibliographical links have some connection with the Sugar enterprise and Constructionist education, including information on uses of a variety of technologies in education, research on child development (especially Constructivism), and evaluations of programs in use. Resources are also included bearing on other approaches to education, and resistance to Constructionism or to any other education reforms.

External links

• Portal Ceibal (Uruguay)
• Peru Educa (Peru)
• Paraguay Educa (Paraguay)
• Mochila Digital (Mexico)

References and footnotes

<references/>