Our friends at ICTworks have again published an engaging story about ICT in development; this time about how not to implement a One Child One Computer initiative. The OCOC initiative studied was in Peru and ran for 10 years. As reported by Wayan Vota at ICTworks, “This groundbreaking new research following 531 schools over a decade reveals that the One Laptop Per Child program failed to improve academic achievement, cognitive skills, or educational trajectories.” The reason according to W. Vota was the program did not sufficiently engage teachers in the adoption and application of the technology.
When I studied educational technology at Concordia University, in the mid-70s, the only computers were mainframes, and the technology used by teachers was mostly just overhead and slide projectors or audio tapes for teaching languages. The technologies were all used to help teachers gain student attention, present and clarify information, and generally promote learning.
There are several quotable quotes in Wayan’s article. The one I like best is “computers don’t teach, teachers do”.
You can find Wayan’s full article here.
https://www.ictworks.org/olpc-predictable-failure
I agree with the recommendations that Vota makes on how to introduce technology into school systems.
- Start with teachers, not hardware. Invest at least as much in teacher training and ongoing support as in devices. Teachers need to understand not just how to operate technology but how to integrate it pedagogically.
- Align technology with existing curricula and pedagogical practices. Don’t expect teachers to revolutionize their teaching to accommodate new tools. Instead, show them how technology can enhance what they’re already doing well.
- Provide comprehensive support systems. This includes technical support, pedagogical coaching, and peer learning networks. Teachers need multiple channels for getting help when technology inevitably fails or confuses them.
- Measure implementation, not just outcomes. Track whether teachers are actually using technology in meaningful ways before expecting student achievement gains. The Peru study’s finding that teachers had minimal laptop skills despite reporting training highlights this critical gap.
- Acknowledge that sustainable change takes time. The Peru study followed implementation for 10 years and found no improvement—partly because the program never achieved meaningful classroom integration. Successful technology initiatives require years of sustained support and refinement.
Great advice. Let’s hope it is followed in any future OCOC initiatives.
