| 1. |
- Apiola, Mikko, et al.
(författare)
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An OLPC Workshop in Rural Tanzania : Preliminary Results
- 2013
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Ingår i: 2013 IEEE 13th International Conference on Advanced Learning Technologies. - : IEEE. - 9780769550091 ; , s. 107-109
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Konferensbidrag (refereegranskat)abstract
- One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily updatable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one- to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied.
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| 2. |
- Apiola, Mikko, et al.
(författare)
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From Research & Design Milieu to a Living Lab : Ukombozi School in Tanzania
- 2012
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Ingår i: IST-Africa 2012 Conference Proceedings. - : IIMC International Information Management Corporation. - 9781905824342 ; , s. 155-
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Konferensbidrag (refereegranskat)abstract
- One-to-one computing has been proposed as one solution for improving primary school education around the world. Ukombozi School is a public primary school in Mkimbizi village, Tanzania, and the school has performed outstandingly on the district, regional, and national levels. Ukombozi school has 100 XO-1 "children’s laptops", and, in collaboration with a local university, the school is using those computers for teaching pupils basic computer literacy. The school, however, has ambitious plans for the computers. This paper analyses the necessary steps for developing the current research and design collaboration into a fully-fledged living lab, which can be used to studying, further developing, and replicating Ukombozi School’s success.
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| 3. |
- Apiola, Mikko, et al.
(författare)
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Working Practices in One to One Computing : a Rural Tanzanian Case
- 2013
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Ingår i: AFRICON, 2013. - : IEEE conference proceedings. - 9781467359405 ; , s. 1-5
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Konferensbidrag (refereegranskat)abstract
- In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.
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| 4. |
- Pakarinen, Saila, et al.
(författare)
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Designing OLPC Learning Environments : A Case on 1:1 Pedagogy in Rural Tanzania
- 2013
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Ingår i: Africon 2013. - : IEEE conference proceedings. - 9781467359436 ; , s. -5
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Konferensbidrag (refereegranskat)abstract
- In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one- to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children’s computers also triggered a number of changes in dynamics both within the school but also outside the school.
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