Forthcoming.

Ed-Media 2012

The One to One Model, One Laptop per Child, On the Strengthening of Education and Culture
Aura Mora Sandra Barragn Claudia Urrea One Laptop per Child Association Colombia Sandra, Aura @ laptop.org Claudia @ media.mit.edu
Abstract: This paper presents the methodology used and some initial findings on the implementation of the One Laptop per Child (OLPC) model within the project Edcate: Strengthening Culture through Education and Technology, developed among 11 public schools serving the peasant and indigenous population (Sikuani ethnic group) from the Cumaribo and La Primavera municipalities, in the Vichada, Colombia. The Edcate project implementation includes a rigorous evaluation based on experimental methodology, involving quantitative and qualitative information on the different actors from the Educational Institutions (EI) and community in general. The baseline results presented in this paper will serve as reference for the annual assessment of the projects impact monitoring and evaluation, both in the control schools and in the beneficiary schools. Preliminary results suggest a strengthening of the educational, cultural and contextual processes at the intervened rural schools, based on the articulation of educational, technical and cultural components. Key Words: Constructionism, culture, one to one (1:1), education, projects, indigenous population, vulnerable population, methodology, evaluation, impact.

1. Theoretical Framework
In the 60s, the idea of a computer for each child seemed like something out of science fiction; nevertheless, Seymour Papert already imagined the possibilities and impact they could have on learning. This laid out the grounds for the theory of Constructionism, inspired on the Constructivist theory of Jean Piaget, who propounded that learning is an active process, where the learners are continuously building mental models and theories about their surrounding world. Papert argues that this learning is more effective when people physically construct in their world (Papert, 1980). From then on, Papert devoted himself to promote his vision of the potential held by technology in the education field, and how it should penetrate the learning environments, idea often expressed by him through the pencil metaphor. It is precisely in the Constructionist theory where we find the most important difference between an ICT project implemented in the classroom and an OLPC One to One project (1:1), centered in the unique and personal relationship with technology developed by each child, which allows them to develop what is known as technological fluency. According to Papert and Resnick (1995), Technological Fluency can be understood as the ability itself to possess the tool, using it to prepare meaningful things, and enabling them to go from the inception of an intuitive idea to the execution of a technological project. In this context, OLPC essentially promotes the development of this technological fluency in children, enabling them to integrate all the tools at hand; from pencil and paper to the application of technology, to program, for instance, a robot. When children reach this fluency, they are able to design, build and refine their projects, through the application of concepts from a diversity of fields: mathematical, linguistic, scientific, etc. What is even more important, throughout this process the child develops other important skills, associated with design (problem solving, modularization, reflection, refinement, screening, etc.), computer science (sequences, variables, conditions, events, etc.), and the social practice of learning and teaching other children (sharing, helping each other, merging, etc.). This is how the OLPC work is framed, and the potential for establishing a culture of independent learning and thinking within the frame of technological fluency. In addition, and to ensure that the learning is relevant, children must have access to the ideas that move their local culture, and those that are part of the global human legacy. This change in the learning culture, and not the technology that enables it, is one of the characteristics and strengths of the Sugar interface (Bender, 2011), core of the OLPC project and of its implementation vehicle: the portable computer known as XO.

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If the concept of Technological Fluency shapes the process of learning with technology, the concept of classroom expansion places it at the time and space where such learning happens. This concept refers to other spaces, informal and unusual, where the child learns, and to the people who will accompany them throughout their learning (family members and communityi). By facing situations in their surroundings and using technological tools that allow them to understand problems, designing and suggesting solutions, children learn in context about concepts that would be impossible to learn in an academic way. They learn, at the same time, about their history and culture, together with their classmates, teachers and parents. A 1:1 project allows the return of the joint responsibility process to all the actors involved, increasing as well the learning potential of the students and their families. The concept of classroom expansion becomes even more important with reports such as the one presented by David Barth, of the US Agency for International Development (USAID): Think Tank: Educational Innovation and Technology. Leveraging Technology to Enhance the Relevancy and Quality of Education, submitted during the Advanced Leadership Initiative conference at Harvard University.ii Barth points out that in some Latin American countries, in isolated areas and rural areas in particular, when children finish their basic elementary education they have practically learnt nothing, since they attend school just 2 or 3 hours per day, perhaps mostly moved by nutritional reasons. Finally, in its role as advocate of the 1:1 model, OLPC stands at the forefront on the subject of evaluation, currently defining a framework of the learning scopes for the 21st centuryiii in accordance with the progress of the different OLPC programs, in the different countries and contexts. This framework will not only report on the evaluation processes, but also allows to redefine and rethink the meaning of learning, what is worth learning, and how these learnings are measured. Although academic results are important, international organisms such as the World Bank and the InterAmerican Development Bank which recently launched the pilot project 21st Century Skills in Costa Rica (Severin, 2011) consider the need to establish skill measurements different to those from the traditional areas of knowledge. This turns out to be important, for a child or youth good at math, history, science or other area of knowledge, will not necessarily be competitive in the globalized world he/she will have to face. Far beyond academic results, a 1:1 project develops skills for learning, changing the relationship dynamics between the students, their teachers, and even their families.

2. EDCATE: Strengthening Culture through Education and Technology

The project EDCATE, Strengthening Culture through Education and Technology emerges from the publicprivate partnership between the BHP Billiton Company which takes the initiative to develop a social investment project in education in its area of influence , the Colombian government through its program Red Unidos (United Network), and One Laptop per Child Association, which join efforts to the purpose of contributing to strengthening the quality of education in 11 schools of rural and indigenous communities of the Vichada Department, in the Cumaribo and La Primavera municipalities. Several factors distinguish the EDCATE project: It is the first time that a 1 to 1 Model is implemented in Colombia, with the objective of cultural recovery and strengthening, in this case, of the Sikuani indigenous ethnic group. Besides the provision of technology, the project aims to develop the local capacity, so as to strengthen the project and make it sustainable in the long term. The project is part of a research aimed at studying the social impact of technology in the development of autonomous learning skills among the different actors of an educational community. To enrich the teaching-learning processes within and without the classroom, through the reinforcement of Educational Skills in teachers and students involved in the project. To contrive to make teachers and students use their XO as a daily work tool, through the development of Technical Skills. To guarantee the articulation of the elements that generate the projects impact and sustainability, through the development of Managing Skills in the people participating as actors of the project. To optimize the use of the technological resources provided by the project, through the installation of Technical Support Centers.

The project is set out upon the following main objectives:

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To improve the performance in Language and Mathematic skills of 2nd to 5th graders, through the design and execution of educational projects. To strengthen the identity of the Sikuani ethnic group through participatory work with leaders and knowledgeable people, in order to develop cultural educational contents that may be uploaded to the computers, as a strategy to enable the sense of culture ownership on the part of the children and community.

The project is developed in a context with very particular socio-economic and cultural conditions of the Colombian territory, explained in depth below.

2.1. Intervention and Study Context:

The Vichada, department where the project is developed, has had a history shaped by drug trafficking and domestic armed conflict. As of the 80s to this day, cocaine processing and trafficking has transformed the regions economic, social and cultural dynamics. Cocaine dealing prospered at the beginning, promoting the open trafficking through the Venezuela border, the repression of its residents by guerrilla and paramilitary groups, and an economy that depended on drug trafficking. This situation held for more than two decades, until the advent of the cultivation eradication (by aerial and manual means) and the State military incursion in the area. At present, the effects of these phenomena and the reorganization of emerging criminal gangs keep the population in poverty, generating feelings of rootlessness slightly relieved by the arrival of private or multinational companies, which represent the hope of reviving the economy. This situation is aggravated by two other factors: state intervention, which submerges a large portion of the eastern part of the country into obscurity, since the physical and administrative infrastructure for the attention of basic needs and rights in the region is precarious; and the high level of corruption found among the departments public posts and institutions. The Edcate strategy of educational and cultural intervention was launched in the low Vichada territory, specifically in the Cumaribo and La Primavera municipalities. This area is populated by peasants and indigenous communities of the Sikuani and Piapocos ethnic groups. Most peasants are direct descendants of families who emigrated to the Vichada at different times, driven by: first, the rubber exploitation in the Orinoquia area that started in the 1920s (since the Vichada represents 23% of this region); second, the two-party violence of the 50s, and third, during the cocaine boom of the last decades. The indigenous communities have inhabited and moved across this area since times immemorial, at present, most of them belong to the Sikuani ethnic group, members of the linguistic family of the guahibos and who represent 80% of the departments population (Gomez, 2003). We should recall that: The name Sikuani means savage people; known as expert hunters and fishermen, due to their continuous dynamic, for them, the past is still present. Their actions are expressed in relation with the cardinal points, in such a manner that there are some Sikuani words that have no interpretation whatsoever in any other language. Violence, drug trafficking and land exploitation by private and public companies have affected the indigenous communities of the low Vichada, disturbing their economic and cultural dynamics. Their lands have been reduced, and they have gone from being nomadic groups with hunter-gatherer practices to being sedentary, by settling at the territorial reservation areas assigned to them by the central government. During the cocaine boom, they worked as raspachinesiv or possessed small farms, i.e., cocaine plantations; this caused them to abandon the looking after of the conucov, turning them into victims of terror and rootlessness brought about by the armed conflict. As a result, the incursion of the western world and the displacement of some expressions typical of the Sikuani culture. This process was also produced by the arrival of missionary brigades from the Catholic Church, since the mid 60s, and the Protestant Church, approximately 6 years ago, which consider some of their ancestral customs as inadequate and unfathomable with their new faith. The Catholic missionary movement established the regions education structure. The Monfort missions founded institutions of basic education, which later on became the mean and which operate as boarding schools; the population of elementary and high school students still attend these institutions. Satellite schools or campuses can also be found amid the indigenous communities, which basically consist of a school that functions as a satellite of one of the larger secondary schools, under its management and supervision. Depending on the secondary school jurisdiction, each satellite school is assigned to one of the larger educational institutions, and each one of these is in charge of a specific number of satellite schools (Ramirez, 2003:36). For these communities (indigenous and peasants both), the School represents the center of the community: the communities gather, make agreements, generate projects, and focus hopes for the future of their municipalities around these schools. Peasant communities express the need to guarantee their childrens access to innovative

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educational resources, enabling them to aim for middle school and higher education, within the department or, mainly, on the outside world. Indigenous communities acknowledge the importance of educating their children and young people in areas that will allow them to become involved in educational, occupational and cultural processes, within and without the reservation. Although they demand respect for their own upbringing, no consolidated proposals for this kind of training exist among the Sikuani ethnic group: there are some approaches for the inclusion of subjects involving the Sikuani language, both oral and written, but there is still a lack of contents focused on recovering the memory of their cultural practices. The elements presented in this section make us reflect upon the relations between the peasants in the area (colonists) and the Sikuani indigenous members, most of which deal with work or education. Notwithstanding the demographic context, colonist interests superimpose over indigenous interests. This moves us to wonder about the educational processes capable of contributing to the social and cultural reanimation of the area, and on the objectives for healthy coexistence among the regional population which should be pursued in any intervention, especially when it refers to a school, the most important setting for this type of communities. The project was developed in several stages throughout a period of 10 months, explained in detail in the following sections of this paper: Preparation Stage (January June 2011). This stage includes all the activities regarding awareness campaigns and information collecting prior to the intervention, which covers: Characterization of the initial condition of the schools; Installation and technical adaptations for the power connection and Internet networking required by the XO laptops; Raising awareness among the different actors concerning the distribution of the XO laptops, through meetings where they cleared up concerns, expectations and future commitments; Compilation of cultural contents of the Sikuani ethnic group on the part of leaders and knowledgeable people, for the subsequent construction of education materials and content to be uploaded to the XO laptop; Local launchings at each school and distribution of a laptop per student; and General launching of the project, which gathered all the beneficiary schools, the work team, and national and regional authorities.

Intervention Stage, or Capacity Development (July to October, 2011). This stage focused on the development of local capacities, through different activities carried out with the different actors of the educational institutions: Development of a general encounter for teacher training, where teachers understood the different development components of the project and the way to execute them; Reinforcement follow-up sessions on the educational, technological and cultural components; and Application of output evaluation tools.

Research Stage (October 2011). The evaluation and monitoring tools for the first impact assessment were applied at this stage. Based on the validation and adjustments performed on the tools used at the initial stage of the projects characterization and baseline, these tools were applied to the beneficiary schools and the control schools, in order to determine a first impact at the end of the school year. The following sections of the paper present the details of the Intervention and Research, which correspond to the two last stages of the project, as well as the results of the preliminary analysis of the baseline, raised during the initial stage of the projects preparation.

2.2. Intervention Stage:

The project intervention aimed at the development of local capacities and at the projects ownership on the part of the educational community, to the purpose of generating changes on the proposed scopes for impact evaluation: managerial, concerning administrative skills, academic climate, project sustainability, relations with the environment, directors expectations, and satisfaction of local needs; educational, in terms of skills in educational management, performance and academic monitoring; technological, in relation to skills in technological management, technological and infrastructure resources; and community, focused on the Sikuani cultural presence in teaching processes, accessibility and community projection. A team of 5 professionals was set up for this purpose, in charge of the field work. By means of reinforcement follow-up sessions at the Educational Institutions, the team supported the development of the project based on the reality, coexistence and collaboration with the different actors of the teaching community. The team was

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made up by three teachers, one systems engineer and one researcher, who coordinated their efforts towards the development of each one of the project components.

2.2.1. Areas of Intervention:

Three areas of intervention were defined in order to reach the project objectives, operated by the appointed team: Educational: focused on the strengthening of the teaching-learning processes by means of the proper articulation of technologies, the development of educational projects based on constructivist principles, the promotion of autonomous learning skills, and the improvement in the academic performance of students in the language and mathematics fields. Technological: aimed at the development of technical skills, to enable the schools to manage and resolve issues related with the use of software, hardware and networks, through the setting up and endowment of technical support centers. Cultural: developed to the purpose of strengthening the cultural identity of the Sikuani nation through the participation of leaders and knowledgeable people; cultural educational contents were developed and included in the laptops, as a strategy to promote culture ownership on the part of the children and community.

2.2.2. Methodology:
The project methodology focused on the formation of skills to generate abilities among the different actors of the educational community, so as to enable them to manage and sustain the project. The following strategies and training activities were used: Learn by doing: aimed at strengthening the understanding of the concepts, methodologies and skills required for project implementation, from the practice or participation in real or simulated situations. To formulate an educational project, teachers participated in projects especially designed for them; to solve technical problems, real cases were resolved, or damaged XO laptops were repaired, during the support center training sessions. Teachers and students alike participated in these sessions, learning in a collaborative manner. Learning through Projects: the project methodology or Project-Based Learning (PBL) offers an alternative for the involvement of new technologies. Teachers use XO laptops and networks as tools to suggest solutions or ways to intervene specific situations or subjects: this allows the connection of skills and contents, aimed at achieving specific learnings. In this manner, teachers and students reach a high level of commitment and motivation, focused on obtaining a specific product or result. Autonomous Learning: the participation and formulation of educational projects was complemented with the development of independent learning skills, so the actors could learn to manage and put into practice the learning processes, with autonomy. The following skills of autonomous learning were selected: Attitude skills: abilities to work in different groups, taking on leadership roles and mutual responsibility, to act in a collaborative manner. Information management skills: abilities related with the access, evaluation and use of information in the manner best suited for the problem or subject in question. Executive skills: capacity to plan, control and evaluate different processes, depending on the context of action.

2.3. Research Stage:

The research aims to determine whether the implementation of the OLPC 1:1 Model, together with the training of teachers and students, develops autonomous learning skills in indigenous and peasant communities, and if it does, at what level and what are the obvious contextual elements in this process. This is an experimental research; mixed methods were used, which provided quantitative and qualitative results concerning the Projects management and impact on the beneficiary population, as well as the differences with the population not yet benefited. Two assessments were made: before (March 2011) and after (October 2011) the introduction of the technology variable in the beneficiary population. Data analysis is based on the method of statistical differences. Schools were evaluated in the Managerial, Educational, Technological and Community scopes, through four actors: school principals, teachers, students, and community members. Autonomous learning skills were also evaluated in school principals, teachers and students, as well as the contextual conditions where the project is more successful, and the relation between the defined variables. In addition, the performance quantitative

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assessments were combined with the context qualitative assessments, to the purpose of identifying the contextual variables that strengthen or weaken impacts on the beneficiary community. This methodology proposal distinguishes the project from the international evaluations and domestic evaluation carried out by the National Ministry of Education of Colombia in the year 2010, which evaluate technology impacts on teaching processes and/or social changes in an isolated way. The project aimed to propose and test an evaluation methodology capable of measuring the comprehensive impact of the 1:1 projects, by their insertion in a specific educational community. Each scope and contextual conditions depended on a set of variables and indicators analyzed in a scale of 1 to 5. This definition and use of indicators are based on the research work performed by Claudia Urrea, which consists of the implementation and impact study of a 1 to 1 computer program at a rural single-teacher school (Urrea, 2007). The different actors answers were classified in order to identify levels for each one of them, as well as the means by indicator, variable and scope. Based on the theoretical review included in the design of this researchvi , and taking into account their roles, action framework, decisions and importance of their contributions, the groups of evaluated actors for each indicator would be the following: teachers, students, and community members.

2.3.1. Research Scopes:

Four scopes were determined for the definition of the research components, defined based on the evaluation proposal of the National Ministry of Education, the indicators of the UNESCO Institute for Statistics, and the external factors that affect this kind of processes suggested by Kentaro Toyama, as follows: Managerial scope: Considers the formation of management skills in school principals and teachers, to enable them to lead, articulate and coordinate institutional actions regarding the implementation, application and sustainability of the OLPC 1:1 Model at the beneficiary Educational Institutions (EI). Educational scope: Involves the formation of educational skills related with the ability to teach and/or learn using technology resources. Technological scope: Considers the formation of technical skills related with the expertise in the use of the different applications of the XO tool on the part of students and teachers. Community scope: Includes the evaluation of the presence of the Sikuani Culture in educational processes, starting from the investigation on the manner in which the XO tool accompanies the inclusion, systematization and diffusion of cultural contents.

2.3.2. Methodology:
Design: Design of an experimental research, using mixed method tools to determine the impact in the beneficiary population and the existing differences with the population not yet benefited. Sample selection: The intervention group consisted of 11 schools, 800 students, 30 teachers and approximately 40 actors from the municipalities of Cumaribo and La Primavera. The control group consisted of a mixed school and an indigenous school, which were simultaneously assessed using the exact same evaluation tools applied to the experimental group. Procedure: The research was carried out in two phases: characterization, where the baseline for each scope was defined, for both the beneficiary group and the control group; and evaluation, carried out with the same tools as the former, enriched with questions concerning the changes and transformations experienced with the use of the XO and the Project implementation. Analysis of Results: From the onset of the tools application, a matrix of multiple correlations was used, based on statistical data (standard deviation, variance and covariance) and the SPSS program. The relation between the dependent variables was established, as well as between the dependent and independent variables. Qualitative indicators were analyzed through answer categorizations.

3.

Findings

Although the analyses of the impact evaluation tools are not yet ready, some initial advances or findings can be identified. The best way to present them is from the perspective of each one of the project components. As reference, visit the projects Blog at http://olpcvichada.blogspot.com/p/trabajos-y-proyectos-pedagogicos-delos.html, which includes some samples of the work developed by teachers and students, showing some of the achievements currently reached with the EDCATE project, with no formal results of the research submitted at the moment.

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3.1. Community and Cultural Scope Rather than affect their cultural traditions and dynamics, the insertion of computers into an indigenous group turned out to be a useful tool for the compilation, socialization and transmission of cultural contents. This is determined by the use of technology as an engine for cultural recovery. Some of the results obtained in the cultural recovery processes are presented next.

Figure 1. Stories from the oral tradition of the Sikuani ethnic group, illustrated by the children and adapted to a childrens version.

Figure 2. Scratch animation of a traditional story.

Figure 0. Traditional game, compilated and reintroduced by the school children.

Information on the most important stories, musical instruments, games and rituals of the Sikuani ethnic group was collected, systematized and translated. For diffusion purposes, the information was uploaded to the schools local servers and distributed among the students in USB memories, to be consulted and used throughout the educational processes. The teachers prepared socialization guides of the cultural contents, blending in learnings from the language and math subjects; in this manner, they discovered a way to approach the cultural contents in their classes. The students began to take part on the production of cultural contents: they illustrated and adapted to a childrens version some traditional stories, prepared a version of the Sikuani alphabet with words in their language, animated their stories using Scratch, among other activities (see Figures 1 to 3). The formulation and execution of educational projects focused on the cultural recovery of traditional craftwork, storytelling and traditional games, constituted one of the most important achievements reached by the teachers of indigenous schools, for by doing this, the children started to get acquainted with this type of contents.

3.2. Educational Scope In general terms, teachers working in these Educational Institutions handle a very traditional conception and methodology of the teaching-learning process; the copying of information on different subjects, the memorization of information in preparation for tests, the development of exercises or textbook guides with no real meaning to the students, are all fairly common. In this context, the development of a project that includes

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technology generates, at first, fear and resistance on the part of the teachers, since they must face a new tool, which they have to learn to use and include into their teaching practices.

Figure 0. Students in the process of developing their Project, working outside the classroom. Figure 4. Educational Project formulated by the teacher.

Nevertheless, some progress was achieved concerning the teachers educational practices (see Figures 4 and 5). Most of the teachers were able to formulate and execute educational projects with the use of technology, focused on the construction or procurement of specific results. This proves that there were changes in the way in which the lessons developed and the integration of learnings from different areas of knowledge. Most of the educational projects formulated by the teachers centered on a variety of culture-related contents and their relationship with the students environment, to which specific lessons in math, language, science, social studies, and arts and crafts were included. Project participation generated an intergenerational dialogue of the children with their parents, families and elders, in order to investigate history issues, pieces of advice, interviews, customary means and ways, etc. This circumstance allowed the family to get involved in the educational process. Teachers acknowledged changes and results in their students throughout the development of the projects, moving them to propose new activities and methodologies to be developed in class.

3.3. Technological Scope

The initial characterization of the EIs determined that the computer average per student was 0.023, in addition to the total or partial lack of electric power. At present, with the projects implementation, each student has his/her own computer, and as of the partnerships, the endowment of electric power plants was made possible

Figure 6. Local Technical Support Centers.

Figure 0. Teachers and students join their efforts at the local technical support centers.

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One of the main achievements of this component was the digital literacy of the projects different actors, most of whom had never used a computer before. They currently have their own user and electronic mail account, perform Internet searches, and use it to handle and save personal information (music, pictures, text files). The installation of Technical Support Centers integrated teachers and students into the formation process, making them better acquainted with computer and network operation and maintenance problem solving. This skill allows for the local resolution of decisive subjects related with the general operation of the project.

3.4. Managerial Scope

The majority of the projects EIs are directed by a school principal who must also assume the role of teacher; this promoted their involvement in the training and launching of the different aspects of the project. A management and administrative plan of the technological resources was formulated at each EI. In this sense, one of the formation contents of the Technical Support Center was the administration, collection, storage, distribution, minutes and database proper handling of the computer equipment, task that must be done or updated every year, during the two vacations periods.

4.

Implications and Future Work

Year 2 of the Edcate Project mainly aims at the sustainability and strengthening of its different scopes, so that the Educational Institutions will gradually move forward in the development of skills, consequently evidenced in the annual progress of the projects impact. This methodology presents an intervention and evaluation model that involves learnings and some improvement issues, among them, the following actions requiring execution:
To guarantee the continuity and gradual expansion of the project to high school students, as well as the involvement of children just starting their schooling, in the first grade of elementary school. To include the evaluation and development of other basic areas of knowledge, such as science, civic education, skills, bilingualism with emphasis on English, arts and crafts, among others. To strengthen public-private partnerships managed by the local actors (school principals, teachers, local authorities), to favor the projects continuity. To guarantee the continuity of the annual systematic assessment to identify the impact and progress of the Edcate project, monitoring and qualifying the evaluation methodology used. To validate in different contexts the implementation and evaluation methodology used in this project, so that the relationship between skill development and contextual aspects may be identified, relationships that could promote both the sustainability of this sort of projects and the proper and productive use of the technological resources provided. To strengthen public-private partnerships managed by the local actors (school principals, teachers, local authorities), based on local learnings, needs and projections. To perform a revision of the variables included in the educational content, seeing that the teachers experience and testimonies show transformations in their educational conceptions and practices, not considered when the component variables were formulated.

5.

Bibliografic References

Bender, W. (2011). Cultura de comunidad - La experiencia de Sugar Labs. In Cyranek, G (Ed), Movilizacin social para Ceibal: Miradas al contexto nacional e internacional de proyectos de un computador por nio (pp. 165-173). UNESCO.Uruguay. BID. One to one models in Latin-America and the Caribbean. Panorama and perspectives. Recovered from: https: http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=35989594. Burrell, J. and TOYAMA, K. What http://itidjournal.org/itid/paper/view/382/178. constitutes good ICTD research? Recovered from:

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Gmez Morales, L. M. Diagnstico sobre las Condiciones de Vida de las Comunidades Sikuani de las Riveras del Alto Ro Tomo, Vichada. Recovered from: www.visionchamanica.com/Medicinas_alternativas/MedicinaIndigena-sikuani.htm. Recovered on October 27, 2011. Papert, S. (1980).Mindstorms: Children, computers, and powerful ideas. New York: Basic Books. Papert, S., And M. Resnick. (1995). Technological Fluency and the Representation of Knowledge.Proposal to the National Science Foundation. City: MIT Media Laboratory. Ramrez Cruz, H. (2003). Diagnstico sociolingstico de Cumaribo, zona de contacto indgena colono, Vichada. Bogota: National University of Colombia. Severin, E. (2011). Competencias para el Siglo XXI: cmo medirlas y cmo ensearlas, BID Educacin. When referring to the 21st Century Skills Project in Costa Rica. Toyama, K. (2010). Human-Computer Interaction and Global Development. Foundations and Trends in HumanComputer Interaction, 4(1), 1-79. UNESCO. (2009). Medicin de las tecnologas de la informacin y la comunicacin (TIC) en educacin Manual del usuario.Montreal, Canada: Institute of Statistics.

Urrea, C. (2007). One to one connections: Building a community learning culture. Unpublished doctoral dissertation, MIT.
i

On the subject, visit http://www.olpcnews.com/files/olpc-ethiopia-groningen.pdf. Think Tank: Educational Innovation and Technology. Leveraging Technology to enhance the Relevancy and Quality of Education, delivered at the Advanced Leadership Initiative conference, between March 31 and April 2 of 2011, at the Harvard University. iii Innovation in Evaluation workshop, advanced between April 4 and 5, 2011 at Cambridge, organized by Claudia Urrea, Walter Bender, and Bakhtiar Mikhak. iv Term that designates the people who work on the harvesting of the coca leaf. v Small plot of land used for subsistence farming. vi GARDEAZAVAL, Andrea. Methodology and Research Project for Impact Evaluation. Edcate Project: Strengthening Culture through Education and Technology. May 2011.
ii