scholarly journals Technology and Child Development: Evidence from the One Laptop Per Child Program

2012 ◽  
Author(s):  
Julian Cristia ◽  
Pablo Ibarraran ◽  
Santiago Cueto ◽  
Ana Santiago ◽  
Eugenio Severin
Keyword(s):  
Child Development ◽  
One Laptop Per Child ◽  
The One

scholarly journals Technology and Child Development: Evidence from the One Laptop Per Child Program

2012 ◽  
Author(s):  
Julian Cristia ◽  
Pablo Ibarraran ◽  
Santiago Cueto ◽  
Ana Santiago ◽  
Eugenio Severin
Keyword(s):  
Child Development ◽  
One Laptop Per Child ◽  
The One

scholarly journals Technology and Child Development: Evidence from the One Laptop per Child Program

2017 ◽  
Vol 9 (3) ◽  
pp. 295-320 ◽  
Author(s):  
Julian Cristia ◽  
Pablo Ibarrarán ◽  
Santiago Cueto ◽  
Ana Santiago ◽  
Eugenio Severín
Keyword(s):  
Child Development ◽  
Test Scores ◽  
Cognitive Skills ◽  
Primary Schools ◽  
Large Scale ◽  
Positive Effects ◽  
One Laptop Per Child ◽  
Randomized Evaluation ◽  
Using Data ◽  
The One

This paper presents results from a large-scale randomized evaluation of the One Laptop per Child program, using data collected after 15 months of implementation in 318 primary schools in rural Peru. The program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use of computers both at school and at home. No evidence is found of effects on test scores in math and language. There is some evidence, though inconclusive, about positive effects on general cognitive skills. (JEL H52, I21, I24, I28, O15)

scholarly journals Computers and students’ achievement: An analysis of the One Laptop per Child program in Catalonia

2018 ◽  
Vol 92 ◽  
pp. 145-157 ◽  
Author(s):  
Toni Mora ◽  
Josep-Oriol Escardíbul ◽  
Giorgio Di Pietro
Keyword(s):  
One Laptop Per Child ◽  
The One

scholarly journals Parenting and Child Development: A Relational Health Perspective

2019 ◽  
Vol 15 (1) ◽  
pp. 45-59
Author(s):  
Cynthia A. Frosch ◽  
Sarah J. Schoppe-Sullivan ◽  
D. David O’Banion
Keyword(s):  
Child Development ◽  
Child Outcomes ◽  
Relational Health ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parent Health ◽  
The Many ◽  
The One ◽  
Early Parent ◽  
Parent Child

A child’s development is embedded within a complex system of relationships. Among the many relationships that influence children’s growth and development, perhaps the most influential is the one that exists between parent and child. Recognition of the critical importance of early parent-child relationship quality for children’s socioemotional, cognitive, neurobiological, and health outcomes has contributed to a shift in efforts to identify relational determinants of child outcomes. Recent efforts to extend models of relational health to the field of child development highlight the role that parent, child, and contextual factors play in supporting the development and maintenance of healthy parent-child relationships. This review presents a parent-child relational health perspective on development, with an emphasis on socioemotional outcomes in early childhood, along with brief attention to obesity and eating behavior as a relationally informed health outcome. Also emphasized here is the parent–health care provider relationship as a context for supporting healthy outcomes within families as well as screening and intervention efforts to support optimal relational health within families, with the goal of improving mental and physical health within our communities.

scholarly journals Pelatihan Stimulasi Deteksi Intervensi Dini Tumbuh Kembang Terhadap Cara Ibu Melakukan Stimulasi Perkembangan Anak

2020 ◽  
Vol 9 (2) ◽  
pp. 14
Author(s):  
Fitriati Sabur ◽  
Djuhadiah Saadong ◽  
Amelia Wong ◽  
Suriani B
Keyword(s):  
Child Development ◽  
Random Sampling ◽  
Sampling Technique ◽  
Mean Value ◽  
Training Intervention ◽  
Stratified Random Sampling ◽  
Quasi Experimental ◽  
The Republic ◽  
The One ◽  
The Way

Development of Stimulation, Detection and Early Development (SDIDTK) is a comprehensive activity carried out with families, communities and professionals to produce quality child development processes. This study aims to determine the effect of SDIDTK training on the way mothers stimulate child development in Karunrung Village, Makassar City. This type of research is quasi-experimental with the one group pretest-posttest approach. The population of this study were all mothers who had children aged 3-60 months with a sampling technique using proportional stratified random sampling of 30 mothers with sufficient sample using the lamesow formula. The instruments used were the KPSP questionnaire and the observation sheet adopted from the Ministry of Health of the Republic of Indonesia in 2010 and data analysis used T Test. The results showed that the mother's way of stimulating child development before the training intervention with a mean value of 61.00 and after the training intervention with a mean value of 87.66 where the value of p = 0.000 and the value of α = 0.05, value of p <value of α so that it can be concluded that SDIDTK training affects the way mothers stimulate child development with the strength of correlation which is goodPengembangan Stimulasi, Deteksi, dan Perkembangan Dini (SDIDTK) merupakan kegiatan komprehensif yang dilakukan bersama keluarga, masyarakat, dan tenaga profesional untuk menghasilkan proses tumbuh kembang anak yang berkualitas. Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan SDIDTK terhadap cara ibu menstimulasi tumbuh kembang anak di Desa Karunrung Kota Makassar. Jenis penelitian ini adalah eksperimen semu dengan pendekatan one group pretest-posttest. Populasi dalam penelitian ini adalah seluruh ibu yang memiliki anak usia 3-60 bulan dengan teknik pengambilan sampel menggunakan proporsional stratified random sampling sebanyak 30 ibu dengan sampel cukup menggunakan rumus lamesow. Instrumen yang digunakan adalah angket KPSP dan lembar observasi yang diadopsi dari Kementerian Kesehatan Republik Indonesia tahun 2010 dan analisis datanya menggunakan Uji T. Hasil penelitian menunjukkan bahwa cara ibu menstimulasi tumbuh kembang anak sebelum dilakukan intervensi pelatihan dengan nilai mean 61.00 dan setelah intervensi pelatihan dengan nilai mean 87.66 dimana nilai p = 0.000 dan nilai α = 0.05, nilai p <nilai α sehingga dapat disimpulkan bahwa pelatihan SDIDTK berpengaruh terhadap cara ibu menstimulasi tumbuh kembang anak dengan kekuatan korelasi yang baik

scholarly journals Charismatic Technology

2015 ◽  
Vol 1 (1) ◽  
pp. 12 ◽  
Author(s):  
Morgan G. Ames
Keyword(s):  
Human Computer Interaction ◽  
Technological Progress ◽  
Title Page ◽  
One Laptop Per Child ◽  
Holding Power ◽  
The Uncanny ◽  
The Common ◽  
The One ◽  
Computer Interaction

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>To explain the uncanny holding power that some technologies seem to have, this paper presents a theory of </span><span>charisma </span><span>as attached to technology. It uses the One Laptop per Child project as a case study for exploring the features, benefits, and pitfalls of charisma. It then contextualizes OLPC’s charismatic power in the historical arc of other charismatic technologies, highlighting the enduring nature of charisma and the common themes on which the charisma of a century of technological progress rests. In closing, it discusses how scholars and practitioners in human-computer interaction might use the concept of charismatic technology in their own work. </span></p></div></div></div>

Squeak Etoys

2011 ◽  
pp. 898-909
Author(s):  
Christos J Bouras ◽  
Vassilis Poulopoulos ◽  
Vassilis Tsogkas
Keyword(s):  
Computer Simulations ◽  
Educational Opportunities ◽  
Free Software ◽  
One Laptop Per Child ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Personal Use ◽  
The One ◽  
User Friendly ◽  
Visual Interface

Squeak Etoys is a free software program and media-rich authoring system with a user-friendly visual interface. The software is designed to help six to twelve year-old children learn through interaction and collaboration; it comes preinstalled on XO laptop computers distributed by the One Laptop Per Child Foundation. The goal of the One Laptop Per Child initiative is to create novel educational opportunities for the world’s children by providing each child with a book-size, light and portable computer for personal use at school and at home. This chapter elaborates on the educational dimensions of the XO laptop and the Etoys environment developed to empower teachers and students with the capacity for creative learning, exploration, interaction, and collaboration. The authors focus on how the hardware and software capabilities of XO laptops can be utilized to allow children to interact, work together on projects, and engage in computer simulations and games while learning mathematics, physics, chemistry, and geometry.

Planning and Designing Educational Technology for Low-Income Communities

2012 ◽  
pp. 315-330
Author(s):  
Bellarmine Ezumah
Keyword(s):  
Educational Technology ◽  
Technology Adoption ◽  
Low Income ◽  
Disruptive Technology ◽  
Adoption Process ◽  
Constructivist Approach ◽  
Disruptive Technologies ◽  
One Laptop Per Child ◽  
Learning Content ◽  
The One

This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.

Technological Illusions and Educational Resistances

2016 ◽  
pp. 428-443 ◽  
Author(s):  
Eduardo Villanueva-Mansilla
Keyword(s):  
Public Sphere ◽  
The Political ◽  
Political Class ◽  
The Public ◽  
One Laptop Per Child ◽  
Counter Narrative ◽  
The Media ◽  
The Public Sphere ◽  
The One

OLPC, the One Laptop Per Child initiative, was accepted by just a few countries, including Peru. The largest acquisition of computers has produced a fairly low impact in education and is now being quietly phased-out. Peru's government decision to adopt the computers, back in 2007, was not contested or questioned by the political class, the media or even teachers, with just a rather small number of specialists arguing against it. This chapters discussed the political and argumentative processes that brought OLPC into the public sphere, through the use of a specific narrative, that of hackerism, i.e., the hacker attitude towards computers, and how social and political validation resulted in adoption. An assessment of the process of framing OLPC as a hacker product and the perils of such reasoning lead to discuss the need for a counter-narrative about the role of computers in society.

Reply to Battro on the One Laptop Per Child

2013 ◽  
Vol 31 (1) ◽  
pp. 136-138 ◽  
Author(s):  
Jeffrey James
Keyword(s):  
One Laptop Per Child ◽  
The One
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