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Go take a look at this particular design of a technology-enhanced learning environment. Spend some time critically reading about how this learning technology is represented on the MIT OLPC website, and on the Wikipedia OLPC page (listed below). Think about (a) the affordances construct, (b) the discussion of the role of values in determining what is prioritized in any educational design, and (c) about the relationship between theories concerning how people learn and the kinds of affordances that are built into specific learning technologies. What is significant, educationally, about this design? What does this design tell us about the values that matter to its designers? How have the designers taken into account the cultural setting where this educational technology will be used? Is constructivism a learning theory that can span across cultural borders without risk? What critical questions might educators ask about this design and/or this initiative.

What is significant, educationally, about this design?

I was initially struck by the way the screen turns to easily enable small group or partner work. The laptop has speakers, cameras, and a mike. This would allow for hands-on or interactive learning. The laptop is small so it can be transported by small hands back and forth between school and home. Therefore, family members can use the laptop for their own learning.

What does this design tell us about the values that matter to its designers?

The designers wanted to make a low-power laptop considering that the schools wouldn’t have many resources to charge the computers on a regular basis. The laptop needed to be durable because it is intended for small children who will have the laptop in a variety of weather conditions. Cost seemed to be the biggest concern since the laptop is for schools that can’t usually afford computers. Wikipedia mentioned the laptop’s GUI is an open source program, “called Sugar that is intended to help young children collaborate.”

How have the designers taken into account the cultural setting where this educational technology will be used?

The following is taken from Wikipedia:

-the keyboard is customized according to the language spoken in each country.

-the GUI Sugar uses icons instead of text which is more user-friendly for students who can’t read.

-the designers expect the users to add/remove software according to their needs and local laws.

Is constructionism a learning theory that can span across cultural borders without risk?

I think it would be harder to teach using constructivist methods in developing countries. I think teachers need to be competent in their subject areas in order to scaffold learning properly. Sometimes teachers in developing countries are not educated or even literate. They may not have the resources to provide “just right” material at the appropriate time or manipulatives with which students can explore problems. Using constructivist techniques requires students to work collaboratively as the teacher goes from group to group. I’m not sure these children possess the necessary skills to work independently. Some of my students can’t even do that.

What critical questions might educators ask about this design and/or this initiative?

The first question would be, “Can we afford this laptop?” According to N. Jesterponte, (actually Kentaro Toyama) Indian public schools spend $70-200 per student each year so a $188 laptop is unaffordable (as cited by Vota, 2011). I think some of these countries would be better off spending $188 on regular breakfasts than laptops.

The second question would be, “How are we going to use this laptop?” It is sometimes vexing for me, an MET student with a passion for technology, to determine how I would use a laptop with my students. I think it is an arduous task to ask teachers, who may have zero computer knowledge, to use these laptops with their students. How much training do they get?

Vota (2010) says that in Afghanistan, 25% of the teachers are illiterate. I think the OLPC program should have assessed teachers’ needs first before dropping laptops in their hands. Yujuico and Gelb (2011) said that, “The product and OLPC’s marketing did not match purchasing priorities of governments in developing nations” ( as cited by guest writer on the OLPC//News Blog, 2011).

I was shocked when I watched the youtube video, “Nicholas Negroponte on the latest success of One Laptop per Child”. In it, N. Negroponte, the founder of OLPC says that students are using the laptops to teach their parents to read and write when the students can’t read and write.

Davidspark (2010). Nicholas Negroponte on the latest success of One Laptop per Child. Retrieved from: https://www.youtube.com/watch?v=_9JoyyTSQQ8&feature=player_embedded.

n.a. (2011, January 6). Cautions from OLPC’s experience in marketing technological innovation to LDCs. [Web log comment] Retrieved from: http://www.olpcnews.com/

n.a. (2011). OLPC XO-1. Retrieved from the Wikipedia Wiki: http://en.wikipedia.org/wiki/$100_laptop

Vota, W. (2011, January 7). Laptops work but is that education? [Web log comment] Retrieved from: http://www.olpcnews.com/

Vota, W. (2010, December, 22). New negropontism: You can give kids XO laptops and just walk away.[Web log comment] Retreived from: http://www.olpcnews.com/

n.a. (2011). OLPC XO-1. Retrieved from the Wikipedia Wiki: http://en.wikipedia.org/wiki/$100_laptop