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The picture shows the distribution, nationwide, XO computers from One Laptop Per Child program. The caption reads as follows: The red dots represent 1 to 20 XO computers received by each school, the yellow dots, between 20 to 40, the blue points, from 40 to 60, the green points, from 60 to 80, and large red spots, from 80 to over 100 computers XO. To get primary and secondary schools files contact to @manuelvarzen

The illusion of using computers (and Internet) in Peruvian public schools: an approach to the rationales that guided the implementation of the program One Laptop Per Child.

Publicado: 2012-05-21

According to Valdivia Jara

/ / The literature reports three main types of rationalitiesthat guide the introduction of ICTs in school systems: a rational economic, socialand one a rational education. According to the economic rational, ICT in educationare necessary for students to develop the skills of ICT skills that will be demanded in the workplace, which in turn will enable countries to improve the competitiveness of their workers, their business and economy … On the other hand, according tosocial rational, there is a political imperative to provide all students, from all social sectors of a country, the skills to use ICT and to enable them participate in theopportunities offered by modern society, more and more immersed in the digital world. According to this argument the school has a key role in reducing the digital divide within countries. Finally, as the rational education, ICT in schools have come to support the improvement of education, especially within the classroom, where they are seen as an excellent means to enrich, enhance and even transform the teaching and learning. (Valdivia Jara, 2008, p. 17) / /

In that sense it is easy to say that the first rationale that guided the decision in 2007 to implement the One Laptop Per Child program was economic, social, followed by an urge to bring a symbol of modernity to the country’s rural communities and ultimately seek an “improvement” in the quality of formal learning of the most neglected of the country.

This hierarchy of rationality within the mind of the authorities of the previous administration led to the Peruvian Government to invest $ 150’603, 845.76 million U.S. dollars in the acquisition of 797.352 XO computer, OLPC foundation to a price of $ 188.88 USD. This is expected to close the digital divide, social racioalidad and finally, as a result of the interaction between students and computers, the first would improve their learning of spontaneously according to the pedagogical principles of Papert.

From my point of view, the educational rationale should guide the conception and finally subordinating social economics, so that you may face in a viable and sustainable school education and no education from a school that is autonomous and independent in decisions that responsible people who have built a culture that puts any interest to the educational aspect.

Thus we give an example to randomly select any school on the map, such as Aristides Eagle Rivers, department of San Martin, which has 29 computers for 119 students at a cost of $ 5,477.52 USD. Is it possible that the 119 students can learn something truly meaningful to those 29 computers? Can teachers design proposal project-based teaching when they have time to have those comptuadoras for more hours than the 90 minutes that last for your classes?

What is the rational education must guide the purchase of computers for use in every classroom, every day, by the same teacher, the same students? Finally, when you finish the life cycle of those computers in that school, the school will have capacity to make a similar investment? And if a teacher and start a successful path with those computers but if these can not be renewed, how will his pedagogical approach of teachers, continue? truncated stay?


Escrito por

ManuelVarZen

Docente investigador del empleo de tecnologías de la información en educación.


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