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Does 1-1 help to bridge the digital divide in education?

One to one case study in Paraguay . Does 1-1 help to bridge the digital divide in education?. Cecilia Rodríguez Alcalá. The one to one model reduces the digital divide by catalyzing an ecosystem for beneficieries to develop 3 stages of digital fluency :

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Does 1-1 help to bridge the digital divide in education?

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  1. One to one case study in Paraguay Does 1-1 help to bridge the digital divide in education? Cecilia RodríguezAlcalá

  2. Theonetoonemodel reduces the digital divide bycatalyzinganecosystemforbeneficieriestodevelop 3 stages of digital fluency: a) Information & communication b) Lifecompetencies c) Construction of knowledge

  3. Homes with internet access Homes with computer access Digital divide in Paraguay Schools with internet access Schools with computer access Source: CEPAL 2007, , Wolfram Alpha 2008 , CIA World Factbook 2009.

  4. Caacupé: Paraguay's first Digital City Public private partnership 9000 children and teachers 36 urban & rural private and public schools

  5. Digital fluency will be discussed in terms of stages which are categorized into three main levels of complexity. Time frames are estimates according to the one to one experience in Paraguay (still being tested). The data provided is from an initial study financed by de IDB in sept. 2009, 4 months after the deployment of 3880 laptops in Caacupé. The external evaluating firm worked with a sample of 1284 children and 38 teachers. Digital fluency and 1:1 learning Children Teachers

  6. Stage 0: before the intro of the 1:1 model Children with IT knowledge or IT skills (2nd to 6th grade) Children with IT knowledge or IT skills (1st grade) Teachers who used computers Teachers who had an email account/searched the internet Source: ALDA Foundation 2009

  7. STAGE 1: access information interpret and share their findings, receive support from a global, interconnected community of learners. are familiarized with the use of basic Sugar activities, the school server and the Internet. 1-4 months after the deployment

  8. Stage 1 Creating a community of learners: families, volunteers, academics, Programmers, NGOs, experts... reducing the socioeconomic & edu divide. Ex: communication with migrant families, Sugarlabs. Parent’s who identify the need of learning how to use a computer Before:geographic & knowledge gap After:solidarity network, domino effect

  9. Self esteem, motivation ... Stage 1 Affective benefits refer to our attitudes to school, teachers and classrooms. If students enjoy going to school, they will learn better. Teachers who manifest the importance of intro IT to their classrooms Directors satisfied with their work Teachers satisfied with their work Source: ALDA Foundation 2009

  10. One to one as means towards personal and professional growth (teachers) Stage 1 IT use by Directors IT as an important resource for teaching-learning (teachers) Teacher attitude towards IT in the classroom Source: ALDA Foundation 2009

  11. Stage 2: acquire life competencies with tools designed to promote both personal expression and reflection, collaboration and discovery through the creation of innovative projects. start shifting their learning strategies towards more collaborative group settings and gradually integrate different ICT strategies across subject areas. 4-12 months after the deployment

  12. Stage 2: Life competencies Individual: Students identify and propose solutions to technical problems, demonstrate a proactive attitude in the discovery of higher level applications and self determination in content creation.

  13. Stage 2: Students acquire social competencies: collaboration & group discovery inside & outside the classroom. Ex: formation of clubs. Project Fairs: solving community problems and requiring action from parents and local authorities. .

  14. Sugar was designed for children to learn to learn... it is in constant evolution... Stage 2: self evaluation and peer critique The Journal: assessment tool that contemplates the process behind every work in chronological order. What did you do? How did you do it? What did you learn? Is it portfolio worthy? Nothing in our children's future resembles office work from the 1970s – Walter Bender

  15. Stage 3: Develop metacognitiveand transferable skills when they become active at constructing knowledge by utilizing multimedia programs, animations, simulations and software programming. Create and debug code with their colleagues and catalyze the development of powerful ideas. Electracy: the 'kind of 'literacy' or skill and facility necessary to exploit the full communicative potential of new electronic media such as multimedia, hypermedia, social software, and virtual worlds.” 7 months onward

  16. Stage 3: Constructing knowledge Children can produce geometric pen trails from programmable turtles (or other figures ie CARS!). Flexible platform for trial and error. Visual languages rather than text based allow kids to spend their time in higher order problem solving rather than syntax. Visual languages rather than text based allow kids to spend their time in higher order problem solving rather than syntax.

  17. Stage 3: Multimedia authoring tools are increasingly interactive and programmable: images, videos & sounds Students can identify sounds, edit music, compose & create sounds and instruments Students learn a computer's programming and modify existing code

  18. Stage 1: Explore their own interests and are attracted to numerous games, 137 plus Sugar activities and social networks. Learn how to search online and start developing a criteria for info analysis by utilizing the school server & free internet available to the entire community. Are familiarized with ICT functionalities but require assistance from their peers and students to solve technical problems. Most have difficulties integrating the curriculum with complex Sugar activities. Concluding Remarks Stage 2: Create lesson plans with an interdisciplinary outlook, role shift to a facilitator in the classroom. Participate in digital forums and online communities. Organize community fairs and clubs. Generate content and share their works through mailing lists, blogs, photo sharing, forums and school webpages. Engage in higher level activities and develop interactive presentations. Stage 3: Still in progress..

  19. “Teachers will increasingly need to orchestrate complex contexts for literacy and learning rather than simply dispense literacy skills, since they will no longer always be the most literate person in the classroom.” Challenges → Games/pornography → Social Networks – restriction vs. blockage → Misconceptions/poor teacher preparation ie H1N1, spelling mistakes → Teacher trainings → Technical problems • Teacher’sExpectationsfor 2010 • Source: ALDA Foundation 2009

  20. Reducing the digital divide through the one to one model also helps to reduce the non digital divide in education...

  21. Thank you!Visit us: www.paraguayeduca.org

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