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ARAHUAY - PERÚ MINISTRY OF EDUCATION TO PERU
ICT and Systemic Reform Case Study   The Starfish on the Beach Why OLPC for the poorest and most remote? ...  and how? Osc...
Constructionism in Peru <ul><li>…  it all began because Marilyn Schaffer wanted to see Machu Picchu…  …the late 80’s </li>...
Public Education in Peru <ul><li>45,000+ Schools </li></ul><ul><ul><li>7M students </li></ul></ul><ul><li>Very low level i...
The Problems… <ul><li>Meaninglessness in formal Education </li></ul><ul><ul><li>Lots of how’s but very few why’s </li></ul...
Our Response: Strategic Planning not Emergency <ul><li>Massive systemic change:the only way to make Education a key succes...
Better Teachers <ul><li>Teachers need to get their dignity back: a better human being will be a better teacher </li></ul><...
Improved Educational Materials: OLPC <ul><li>Goal: Leading edge educational technology to the poorest </li></ul><ul><li>On...
XO in Perú at a Glance <ul><li>Full integration with National Curriculum </li></ul><ul><li>New architecture: Most of them ...
OLPC Guiding Principles in Action <ul><li>Ownership: Laptop as educational material : 24x7 </li></ul><ul><li>Primary: 1-6 ...
Arahuay, Canta
Arahuay Test Project <ul><li>Pedagogical </li></ul><ul><ul><li>Immediate appropriation </li></ul></ul><ul><ul><li>Easy int...
Comparative graphic – Text comprehension Before and After Students Comparative Table of Results: Test – Reading Comprehens...
Local (Arahuay) vs National Levels Percentage of Students at Acceptable Comprehension Levels
Some Warnings  Be Prepared for Negative Reaction <ul><li>From “educational experts” </li></ul><ul><ul><li>No pedagogical m...
Why should it matter?
The Children of Peru Our reason to dream
MINISTRY OF EDUCATION TO PERU
ICT and Systemic Reform Case Study   The Starfish on the Beach Why OLPC for the poorest and most remote? ...  and how? Osc...
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The Starfish on the Beach: Why OLPC for the Poorest and Most Remote? and How? (Oscar Becerra)

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OLPC Country Workshop, May 20, 2008.
http://wiki.laptop.org/go/Presentations/May_2008_Country_Workshop

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The Starfish on the Beach: Why OLPC for the Poorest and Most Remote? and How? (Oscar Becerra)

  1. 1. ARAHUAY - PERÚ MINISTRY OF EDUCATION TO PERU
  2. 2. ICT and Systemic Reform Case Study The Starfish on the Beach Why OLPC for the poorest and most remote? ... and how? Oscar Becerra, M.Ed. Chief Educational Technology Officer Ministry of Education of Peru [email_address] / [email_address] May 20, 2008
  3. 3. Constructionism in Peru <ul><li>… it all began because Marilyn Schaffer wanted to see Machu Picchu… …the late 80’s </li></ul><ul><li>… and over the years one of his students became Minister of Education… 2006-2008 </li></ul><ul><li>… who invited Nicholas Negroponte to speak at “Cátedra de las Américas”… …2007 </li></ul>
  4. 4. Public Education in Peru <ul><li>45,000+ Schools </li></ul><ul><ul><li>7M students </li></ul></ul><ul><li>Very low level in key areas: Reading, Math </li></ul><ul><ul><li>Not only students </li></ul></ul><ul><ul><li>Poor teacher training - motivation </li></ul></ul><ul><li>300,000 public school teachers </li></ul><ul><ul><li>Frustrated </li></ul></ul><ul><ul><li>Underpaid (100% raise did not work) </li></ul></ul><ul><ul><li>Politically oriented union </li></ul></ul><ul><li>Poorly coordinated initiatives </li></ul><ul><li>2007 major breakthroughs </li></ul><ul><ul><li>Census evaluation for teachers </li></ul></ul><ul><ul><li>OLPC agreement </li></ul></ul><ul><ul><li>OLPT program </li></ul></ul><ul><ul><li>“ New teacher” development program </li></ul></ul><ul><ul><li>Integrated learning space concept </li></ul></ul>
  5. 5. The Problems… <ul><li>Meaninglessness in formal Education </li></ul><ul><ul><li>Lots of how’s but very few why’s </li></ul></ul><ul><li>Absenteeism </li></ul><ul><ul><li>Why go to a place like that, better help at home/farm </li></ul></ul><ul><li>Multiple grades sharing a room </li></ul><ul><ul><li>Individual attention is non-existent </li></ul></ul><ul><li>A long way from home </li></ul><ul><ul><li>4 hours walk is not unusual (with no breakfast) </li></ul></ul><ul><li>Poor and scarce educational material </li></ul><ul><ul><li>Lack of teacher development </li></ul></ul>
  6. 6. Our Response: Strategic Planning not Emergency <ul><li>Massive systemic change:the only way to make Education a key success factor for development </li></ul><ul><li>Strong pedagogical foundation of ICT use </li></ul><ul><li>Incremental approaches: mostly too little-too late </li></ul><ul><li>Poverty ecosystem: a constant threat to peace </li></ul><ul><li>It is possible to reverse the vicious cycle </li></ul><ul><li>2007-2008 will be key </li></ul>Better teachers – Better Students – Better Communities
  7. 7. Better Teachers <ul><li>Teachers need to get their dignity back: a better human being will be a better teacher </li></ul><ul><li>Training in out of reach complex tools increases the gap and frustration: slow and costly </li></ul><ul><li>Self development potential in a nurturing environment </li></ul><ul><li>Give teachers and students the opportunity to shape their futures is a key success factor </li></ul>OLPC gives teachers ownership and reachable access XXI Century Teacher Program: one laptop per teacher “ New Teacher” Development Program: Long term shift
  8. 8. Improved Educational Materials: OLPC <ul><li>Goal: Leading edge educational technology to the poorest </li></ul><ul><li>One laptop per child initiative in primary schools </li></ul><ul><li>Computer labs for secondary schools </li></ul><ul><li>Internet access </li></ul><ul><li>Satellite Educational TV for sensible contents </li></ul><ul><li>Digital texts to make reading accesible </li></ul><ul><li>Feasible connectivity </li></ul><ul><li>Opportunities to change the world beginning today </li></ul>Close to 1’000,000 XO laptops over 2008
  9. 9. XO in Perú at a Glance <ul><li>Full integration with National Curriculum </li></ul><ul><li>New architecture: Most of them to poor electricity areas (be realistic with alternate sources) </li></ul><ul><li>Selected learning applications: Low threshold/no ceiling </li></ul><ul><li>Local texts preloaded: Spanish – Quechua – Aymara – Amazonic languages </li></ul><ul><li>Mesh under 30 – Servers over 30 – Generators </li></ul><ul><li>Little training – Self supportive environment </li></ul><ul><li>User’s Guide in Spanish </li></ul><ul><li>Multi party political support </li></ul><ul><li>Realistic expectations </li></ul><ul><li>UROP Program </li></ul>
  10. 10. OLPC Guiding Principles in Action <ul><li>Ownership: Laptop as educational material : 24x7 </li></ul><ul><li>Primary: 1-6 for one-teacher schools. 2/3-6 for multi-teacher </li></ul><ul><li>Saturation: Every child and teacher. One USB key per school </li></ul><ul><li>Connected: Synchronous/Asynchronous Internet connections </li></ul><ul><ul><li>3 tier initiative: Local mesh, Server, Internet access </li></ul></ul><ul><li>Poorest first; 210,000 one classroom school students and teachers </li></ul><ul><li>Regional initiatives with local funding: 600,000 units </li></ul>
  11. 11. Arahuay, Canta
  12. 12. Arahuay Test Project <ul><li>Pedagogical </li></ul><ul><ul><li>Immediate appropriation </li></ul></ul><ul><ul><li>Easy integration to current style/model </li></ul></ul><ul><ul><li>Reduction of absenteeism </li></ul></ul><ul><ul><li>Improved discipline </li></ul></ul><ul><ul><li>New applications </li></ul></ul><ul><li>Technical </li></ul><ul><ul><li>World leadership </li></ul></ul><ul><li>Community </li></ul><ul><ul><li>100% coverage </li></ul></ul><ul><ul><li>Total commitment </li></ul></ul><ul><ul><li>Model expansion </li></ul></ul>
  13. 13. Comparative graphic – Text comprehension Before and After Students Comparative Table of Results: Test – Reading Comprehension Level Number of students for level Before After Level 1 9 7 Level 2 2 1 Level 3 0 3 Group 0 0 0
  14. 14. Local (Arahuay) vs National Levels Percentage of Students at Acceptable Comprehension Levels
  15. 15. Some Warnings Be Prepared for Negative Reaction <ul><li>From “educational experts” </li></ul><ul><ul><li>No pedagogical model </li></ul></ul><ul><ul><li>Based on some obscure professors’ theories </li></ul></ul><ul><ul><li>Unrealistic </li></ul></ul><ul><li>The real objections: “It was not my idea” “I have done nothing” </li></ul><ul><li>From “industry leaders” </li></ul><ul><ul><li>Lack of teacher training / support model </li></ul></ul><ul><ul><li>No maintenance support </li></ul></ul><ul><ul><li>It is really more expensive </li></ul></ul><ul><li>The real objections: “We missed the market” “Wait for our product so we can make money” </li></ul>
  16. 16. Why should it matter?
  17. 17. The Children of Peru Our reason to dream
  18. 18. MINISTRY OF EDUCATION TO PERU
  19. 19. ICT and Systemic Reform Case Study The Starfish on the Beach Why OLPC for the poorest and most remote? ... and how? Oscar Becerra, M.Ed. Chief Educational Technology Officer Ministry of Education of Peru May 20, 2008

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