Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy

Ale, Komathi; Loh, Yvonne Ai-Chi; Chib, Arul

doi:10.1007/s11423-017-9517-2

Cited by 21 publications

(20 citation statements)

References 96 publications

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“…In addition, they found that a positive attitude resulted in a stronger sense of perceived behavioural control. Ale, Loh, and Chib (2017) also observed a significant increase in technological literacy within the test group. Their results showed that technological knowledge was positively associated with functional literacy (defined as a specific learning outcome).…”

Section: Reported Influences Of Digital Technology Use On Students' Learningmentioning

confidence: 67%

“…Harnisch, Comstock, and Bruce (2014) investigated the use of computer-based modelling, scientific visualisation, and informatics tools in science and mathematics education, whereas Alvarez-Marinelli et al (2016) investigated the use of two English-language-learning programs in teaching. In the study by Ale, Loh, and Chib (2017), students used laptops with five pre-installed programs related to mathematics and language learning. Baker, Bernard, and Dumez-Féroc (2012) examined how a communication and collaborative work programme was used in the classroom for debates and argumentation.…”

Section: Digital Technologies Usedmentioning

confidence: 99%

“…According to Harnisch, Comstock, and Bruce (2014), teachers working in a STEM programme valued the diverse use of digital technologies, which enhanced students' understanding of certain disciplines, such as biology and chemistry. Finally, Ale, Loh, and Chib (2017) reported positive learning outcomes in a study that used laptops and certain programmes to enhance student learning. Focusing on functional literacy (defined as a specific learning outcome, as in languages and mathematics) they found that the test group's functional literacy was shown to be better than that of the control group.…”

Section: Reported Influences Of Digital Technology Use On Students' Learningmentioning

confidence: 99%

See 2 more Smart Citations

An exploration of longitudinal studies of digital learning

Harju

Koskinen

Pehkonen

2019

Educational Research

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Section: Reported Influences Of Digital Technology Use On Students' Learningmentioning

confidence: 67%

Section: Digital Technologies Usedmentioning

confidence: 99%

Section: Reported Influences Of Digital Technology Use On Students' Learningmentioning

confidence: 99%

See 1 more Smart Citation

An exploration of longitudinal studies of digital learning

Harju

Koskinen

Pehkonen

2019

Educational Research

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“…But first, the children need to learn about how to take intellectual risks, to be expressive with technology, to build confidence in their abilities as problem solvers. (Urrea and Bender, 2012, p. 228) According to studies conducted on the roll-out of large-scale OLPC programs in Uruguay (economic rank: 43/178), Peru (economic rank: 47/178), or in India (economic rank: 130/178), classroom uses depend to a great extent on the adaptation to the local context (Warschauer & Ames, 2010;Ale, Loh & Chib, 2017). Local language use, available content, and teacher training are crucial factors for the efficient execution of the project.…”

Section: Laptop Use In Southern Countriesmentioning

confidence: 99%

Everyday Laptop Use by Children in a Southern Country: A Mixed-Method Approach

Nogry

Varly

2017

Journal of Research on Technology in Education

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International audienceInformation and communication technology (ICT) use among children in low-income countries remains understudied. The purpose of this study is to describe laptop usage among children in 10 the context of the One Laptop per Child (OLPC) project 4 years after the laptops were first introduced in a community in Madagascar. The study was conducted using a mixed-method approach combining analysis of ICT use history, empirical observations, and interviews with children and parents. In class, activities involving laptops—including educational games, information research, and the creation of texts and storyboards—were found to be aligned with 15 existing classroom activities. Outside school, computers were found to be used in individual, group, or family settings to listen to music and watch videos, play games, share content, and do homework. The study also found that computers play a major role in everyday routines, opening up new possibilities in photography and video-making. The findings also indicate that computer usage encourages children to learn new literacies in which image plays a central role and new 20 forms of self-expression if they are accompanied and supported by their family

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“…Upon this policy the school directed all its students to bring their own computers in classrooms. Results shed light on key factors affecting the learning process especially how successful integration of computers' use inside classroom has positive impact of both students' and teachers' self-efficacy (Ale, Loh, & Chib, 2017).…”

mentioning

confidence: 99%

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

El-Halawany¹

2018

IES

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The Ministry of Education in Egypt (MOE) has worked very hard to launch different initiatives to improve the Egyptian education system by using Information and Communication Technology (ICTs). The current research seeks to explore how Asyut student teachers perceive the upshots of these initiatives. Results are expected to shed light on the overall teacher education process in Asyut University and its role in preparing 21st century teachers. The current research is evolved to answer the following questions: 1) How Asyut student teachers describe their investment of ICTs to achieve academic purposes? 2) How Asyut student teachers describe their ICTs competencies? 3) How Asyut student teachers classify obstacles hindering the enhancement of their ICTs competencies? Results authenticate the growing awareness Asyut student teachers developed about ICTs and how it has become a substantial component of everyday 21st century education experience. They understand that it has become their gateway to the 21st century teaching platform. In the meantime, they recognize that their ability to successfully integrate ICTs into their teaching practice is a complex and multifaceted process. The current research adds to the body of literature in a few ways. Through analyzing the gains and drawbacks, Egyptian teacher education experienced in its attempt to integrate ICTs into teachers’ preparation process. The current research recommends: first, improving the existing training mechanism; second, ensuring funds will have the biggest impact on the largest number of student teachers; finally, getting training right is a priority.

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Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy

Cited by 21 publications

References 96 publications

An exploration of longitudinal studies of digital learning

An exploration of longitudinal studies of digital learning

Everyday Laptop Use by Children in a Southern Country: A Mixed-Method Approach

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

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