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Examining community aspects of ICT in education initiatives: Case of the One Laptop per Child laptops in Indian schools
Last modified: 2011-03-11
Abstract
The increased hype and hope surrounding the advent of low-cost communication technologies, specifically targeted at rural children, calls for scientifically established research to test their impact. Moreover, studies have established the lack of understanding of communities within which technologies are implemented (Haddad & Jurich, 2002; Hollow & Masperi, 2009). The objective of the study was to design a community-focused communication intervention to evaluate the impact of the One Laptop per Child (OLPC) laptops among children in India. The study investigated community aspects, particularly the factors of ownership, needs, and training, which influence technology impact in rural primary schools.
The Extended Technology-Community-Management model (Chib & Ale, 2009; Chib & Zhao, 2009; Lee & Chib, 2008), which is established in the area ICT for development, provided the theoretical underpinning for the study. Participatory action research (Grundy, 1988; McKernan, 1991) was carried out to influence to influence three community factors of unbiased access, local language, and teacher training in a contextually-relevant way.
From April to June 2010, fieldwork was conducted in four village primary schools in the Himalayan regions of Uttaranchal, India. Participants (n=41) interacted with 14 OPLC laptops and qualitative methods were used to gather information on their attitudes, and responses to the laptop use in school. Research findings indicate that the OLPC laptops serve as an effective tool in the rural education system if the limitations and opportunities within the community of teachers and students are consistently addressed. The paper also discusses theoretical and practical implications in the role of the community in ICT adoption, while providing specific recommendations that attempt to address issues on the sustainability of impact.
The Extended Technology-Community-Management model (Chib & Ale, 2009; Chib & Zhao, 2009; Lee & Chib, 2008), which is established in the area ICT for development, provided the theoretical underpinning for the study. Participatory action research (Grundy, 1988; McKernan, 1991) was carried out to influence to influence three community factors of unbiased access, local language, and teacher training in a contextually-relevant way.
From April to June 2010, fieldwork was conducted in four village primary schools in the Himalayan regions of Uttaranchal, India. Participants (n=41) interacted with 14 OPLC laptops and qualitative methods were used to gather information on their attitudes, and responses to the laptop use in school. Research findings indicate that the OLPC laptops serve as an effective tool in the rural education system if the limitations and opportunities within the community of teachers and students are consistently addressed. The paper also discusses theoretical and practical implications in the role of the community in ICT adoption, while providing specific recommendations that attempt to address issues on the sustainability of impact.