School effectiveness factors in the use of the laptops of the OLPC Program
DOI:
https://doi.org/10.34236/rpie.v6i6.43Keywords:
academic achievement, educational effectiveness, educational technology, XO laptops, OLPCAbstract
This paper analyzes which variables related with the provision of XO laptops from the One Laptop per Child (OLPC) program are linked with higher achievement in reading comprehension, math achievement, cognitive skills, and abilities to use the laptops. We used the data collected for the impact evaluation of the OLPC program in Peru in 2010 (Cristia, Ibarrarán, Cueto, Santiago y Severin, 2012). Using a multivariate linear model with geographic strata fixed effects we conducted a secondary analysis of this data, and found that, after controlling for several covariates, those teachers with higher skills in the use of the laptops had students with higher performance in all areas. We also found that the frequency and intensity of laptop use, both by teachers and by students, was associated with the ability to use these tools.
References
Alonso, C., Casablancas, S., Domingo, L., Guitert, M., Moltó, O., Sánchez, J. y Sancho, J. (2010). De las propuestas de la Administración a las prácticas del aula. Revista de Educación, 352, 53-76
Angrist, J. y Lavy, V. (2002). New Evidence on Classroom Computers and Pupil Learning. The Economic Journal, 112, 735–765.
Barrera-Osorio, F. y Linden L. (2009). The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia (Impact Evaluation Series No. 29.Policy Research Working Paper 4836). The World Bank, Human Development Network, Education Team, febrero de 2009.
Bonifaz, A. y Zucker, A. (2004). Lessons Learned About Providing Laptops for All Students. Boston: Neirtec. Recuperado de http://perkinselementary.pbworks.com/f/LaptopLessonsRprt.pdf
Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A. y Severin, E. (2012). Technology and Child Development: Evidence from the One Laptop per Child Program.Washington, DC: Inter-American Development Bank.
Cuban, L. (2003). Oversold and underused: computers in the classroom. Cambridge, MA: Harvard University Press.
De Melo, G., Machado, A., Miranda, A. y Viera, M. (2013). Profundizando en los efectos del Plan Ceibal. México D.F.: Instituto de Economía, FCEyA, Universidad de la República y Centro de Investigación y Docencia Económicas (CIDE).
Ertmer, P. y Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42 (3), 255–284.
Fairlie, R. y Robinson, J. (2013). Experimental Evidence on the Effects of Home Computers on Academic Achievement among School children (NBER Working Paper No. 19060). American Economic Journal: Applied Economics, 5 (3), 211–240
Falck, D., Kluttig, M. y Peirano, C. (2012). TIC y educación la experiencia de los mejores: Corea, Finlandia y Singapur. Madrid: Santillana.
Flynn, J. (2007). What Is Intelligence? Beyond the Flynn Effect. Cambridge, UK: Cambridge University Press.
Gulek, J. C. y Demirtas, H. (2005). Learning with technology: The impact of laptop use on student achievement. Journal of Technology, Learning, and Assessment, 3 (2).
Haddad, W. y Draxler, A. (2002). Technologies for Education: Potential, Parameters and Prospects. Washington: Unesco
Holcomb, L. (2009). Results & Lessons Learned from 1:1 Laptop Initiatives: A Collective Review. Te c hTr e n d s, 53 (6).
Kolar, R., Sabatini, D. y Fink, L. (2002). Laptops in the classroom: Do they make a difference? Journal of Engineering Education, 91(4), 397-401.
Kulik, J. (2003, mayo). Effects of Using Instructional Technology in Elementary and Secondary Schools: What Controlled Evaluation Studies Say. Arlington, VA: SRI International.
Li, Q. y Ma, X. (2010). A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, (22), 215–243.
Linden, L. (2008). Complement or Substitute? The Effect of Technology on Student Achievement in India (Documento mimeografiado). New York: Columbia University.
Lowther, D., Ross, S. y Morrison, G. (2003). When Each One Has One: The Influences on Teaching Strategies and Student Achievement of Using Laptops in the Classroom. Educational Technology, Research and Development, 51 (3), 23-44.
Machin, S., McNally, S. y Silva, O. (2007). New Technology in Schools: Is There a Payoff? The Economic Journal, 117, 1145–1167.
Marcone, S. (2013). Políticas educativas y TICS en el Perú: apuesta por la calidad y la inclusión. (Documento presentado en la II reunión de ministros de educación de América del Sur y países árabes «TICs para la inclusión y el desarrollo sostenible»). Lima, octubre de 2013.
McEwan, P. (2013). Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments. Wellesley, MA: Wellesley College.
Mouza, C. (2008). Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School. Journal of Research on Technology in Education, 40 (4), 447-472.
One Laptop per Child (s.f.). OLPC en Perú. OLPC Wiki.laptop. Recuperado de http://wiki.laptop.org/go/OLPC_Peru
Page, M. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389-409.
Palak, D. y Walls, R. (2009). Teachers’ Beliefs and Technology Practices: A Mixed-methods Approach. Journal of Research on Technology in Education,41 (4), 417–441.
Pedró, F. (2011). Tecnología y escuela: lo que funciona y por qué.(Documento básico. XXVI Semana Monográfica de la Educación. La educación en la sociedad digital). Fundación Santillana. Recuperado de http://www.fundacionsantillana.com/upload/ficheros/noticias/201111/documento_bsico.pdf
Penuel, W. (2006). Implementation and Effects Of One-to-One Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education, 38 (3), 329-348.
Ross, J. A., Hogaboam-Gray, A. y Hannay, L. (2001). Effects of Teacher Efficacy on Computer Skills and Computer Cognitions of Canadian Students in Grades K-3. TheElementary School Journal, 102 (2), 141-156.
Rowan, B., Chiang F. S., Miller, R. J. (1997). Using Research on Employees’ Performance to Study the Effects of Teachers on Students’ Achievement. Sociology of Education,70, 256-284.
Ruff, R., Light, R., Parker, S. y Levin, H. (1997). The Psychological Construct of Word Fluency. Brain and Language,57 (3), 394-405.
Severin, E. (2011). Tecnologías para la Educación (TEd): Un Marco para la Acción. (Notas Técnicas # IDB-TN-358). Washington, DC: Banco Interamericano de Desarrollo, División de Educación (SCL/EDU).
Severin, E. y Capota, C. (2011). Modelos Uno a Uno en América Latina y el Caribe(Notas Técnicas # IDB-TN-261). Washington, DC: Banco Interamericano de Desarrollo, División de Educación (SCL/EDU).
Stein, M., Schwan Smith, M., Henningsen, M. y Silver, E. (2000). Implementing Standards-based Mathematics Instruction: a Casebook for Professional Development. New York: Teachers College Press.
Tchoshanov, M. (2010). Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics. Educational Studies in Mathematics, 76, 141-164.
Valiente, O. (2011). Los modelos 1:1 en educación: prácticas internacionales, evidencia comparada e implicaciones políticas. Revista Iberoamericana de Educación, (56), 113-134.
Villarán, V. (2010). Evaluación Cualitativa del Programa Una Laptop por Niño: Informe Final. (Documento mimeografiado). Lima: Universidad Peruana Cayetano Heredia.
Zhao, Y. y Frank, K. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40 (4), 807-840.
Downloads
Published
Issue
Section
License
Copyright (c) 2014 Revista Peruana de Investigación Educativa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
