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Martyn Steiner - 0 views

    Review paper. Features evidence regarding the impact of information technologies on teacher training
    and student achievement, and spotlights trans-national trend analysis
Martyn Steiner - 0 views

    Assesses the impact of teacher competencies on ICT use in the classroom. Study in Nigeria.
Martyn Steiner - 0 views

    Explores the stages that teachers go through in implementing ICT. Shows the importance of the teachers' knowledge of ICT 
Teachers Without Borders

How do you evaluate a plan like Ceibal? | A World Bank Blog on ICT use in Education - 0 views

  • n many ways, Ceibal can, and perhaps should, be seen not so much as an education project, but as a larger societal transformation project (of the sort often associated with e-government initiatives), with the education system as the primary and initial dissemination vector.
  • Under Plan Ceibal (earlier blog post here), Uruguay is the first country in the world to ensure that all primary school students (or at least those in public schools) have their own personal laptop.  For free.  (The program is being extended to high schools, and, under a different financial scheme, to private schools as well).  Ceibal is about more than just 'free laptops for kids', however.  There is a complementary educational television channel. Schools serve as centers for free community wi-fi, and free connectivity has been introduced in hundreds of municipal centers around the country as well.  There are free local training programs for parents and community members on how to use the equipment.  Visiting Uruguay last week, I was struck by how many references there were to 'one laptop per teacher' (and not just 'one laptop per child', which has been the rallying cry for a larger international initiative and movement). 
  • There is no doubt about the numbers (over 380,000) in Uruguay -- the laptops are not sitting in boxes under an awning at the Ministry of Education collecting dust.  You see them everywhere you see school children.
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  • Notably, and tellingly, Plan Ceibal rolled out first in rural and poor communities, with schools in the capital city of Montevideo reached only in the final stage of deployment.  This stands in stark contrast to the way educational technologies make their way into schools and communities pretty much everywhere else in the world, where urban population centers and wealthy communities are typically first in line (and in many places, the line may end with them!)
  • Standing amidst the computer-enabled hubbub of activity that now characterizes the standard learning environments in Uruguayan schools, there can be no denying that something new and different is happening in a big way. Every student in every classroom in every school (and, just as importantly, in every home) is different by multiple orders of magnitude
  • What might the consequences be if young people in Uruguay have what is essentially an 'extra' ten years of technology literacy -- what might happen during those ten years (and beyond) as a result? No one knows, but it will be quite interesting to watch.
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