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Miguel Brechner, Washington, 2009 Sep One Laptop per Child and per Teacher
[object Object],[object Object],[object Object],[object Object],[object Object],Reinventing Uruguay What was a privilege in 2006 is a right in 2009
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Pillars of Plan Ceibal EQUITY LEARNING TECHNOLOGY
[object Object],[object Object],[object Object],[object Object],What has Uruguay shown?
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. Data of Deployment in Uruguay
[object Object],[object Object],[object Object],[object Object],2. Who has to Deploy?
3.  Costs are Manageable D eployment & Operating Cost 2008-2009 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
3.  Costs are Manageable Operating Cost 2010 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],4  Impact is Immediately
Opinion of Headmasters about Ceibal in 5 crucial Dimensions Fuente: Área de Evaluación del Plan Ceibal – Actividad de uso de la Xo en muestra nacional 2009
Fuente: Monitor Educativo 2008 de DIEE - ANEP. Evolution of insuficient attendance 2007-2008 Montevideo without Ceibal vs Rest of country w/ Ceibal
Fuente: Monitor Educativo 2008 de DIEE - ANEP. School Repetition 1st to 6th grade 2002-2008
Basic habilities. Achievment according to school year and type of school  (Only Rest of Country ) Fuente: Área de Evaluación del Plan Ceibal – Actividad de uso de la Xo en muestra nacional 2009 Resultados de la Actividad con la Xo por grado escolar y tipo de escuela (% de niños en cada categoría).
Perception by mothers of changes in children Fuente: Coordinación de Evaluación del Plan Ceibal – Estudio Piloto 2008
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Other Social Impact
[object Object],[object Object],[object Object],[object Object]
More Equality, more Participation, More Social Inclusion empowers education and learning The education system is prepared to change We have reduced the digital divide, being now the time to reduce the knowledge divide IT CAN BE DONE What are other countries waiting?? . ,[object Object]
Muchas Gracias
 

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Plan Ceibal Septiembre 2009

  • 1. Miguel Brechner, Washington, 2009 Sep One Laptop per Child and per Teacher
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10. Opinion of Headmasters about Ceibal in 5 crucial Dimensions Fuente: Área de Evaluación del Plan Ceibal – Actividad de uso de la Xo en muestra nacional 2009
  • 11. Fuente: Monitor Educativo 2008 de DIEE - ANEP. Evolution of insuficient attendance 2007-2008 Montevideo without Ceibal vs Rest of country w/ Ceibal
  • 12. Fuente: Monitor Educativo 2008 de DIEE - ANEP. School Repetition 1st to 6th grade 2002-2008
  • 13. Basic habilities. Achievment according to school year and type of school (Only Rest of Country ) Fuente: Área de Evaluación del Plan Ceibal – Actividad de uso de la Xo en muestra nacional 2009 Resultados de la Actividad con la Xo por grado escolar y tipo de escuela (% de niños en cada categoría).
  • 14. Perception by mothers of changes in children Fuente: Coordinación de Evaluación del Plan Ceibal – Estudio Piloto 2008
  • 15.
  • 16.
  • 17.
  • 19.  

Editor's Notes

  1. Como se puede ver, la motivación de los niños para trabajar en clase, seguido de la autoestima de los niños, son los dos impactos positivos percibidos por un porcentaje más alto de directores. En contraste, la asistencia de los niños es el impacto percibido en menos casos. Estos datos son absolutamente consistentes con las respuestas brindadas por los Directores en el Censo para el Monitor Educativo de Diciembre de 2008, realizado por la DIEE, ANEP.
  2. Se propuso a los niños realizar una actividad de producción de texto y maestros entrenados especialmente para la tarea registraron los procesos y resultados obtenidos. Se comparan los resultados por grado escolar, contrastando las escuelas comunes con las de Contexto Crítico. Hay que ser cautos en la interpretación de estos datos (en este caso se trata solo de “pudo” y “no pudo” hacer la actividad, y no se refiere a la calidad del resultado obtenido. No obstante, los resultados sugieren que si bien en las escuelas de contexto crítico los resultados son algo más bajos, los niños igualmente llegaron a cumplir la consigna usando la Xo en porcentajes significativos, y que tienen una diferencia menor cuanto mayor es su edad, sugiriendo la posibilidad de lograr una mayor equidad en el desarrollo de competencias TIC básicas a través del Plan Ceibal.