In class this week, Michael Trucano, a Senior ICT and Education Specialist from the World Bank, spoke to us about technology’s involvement with education in developing countries. He specifically focused on Nicholas Negroponte’s One Laptop per Child program. The goal of this project is to empower the children of developing countries to learn by providing one connected laptop to every school-age child.
No one should argue that this is not a great idea. The ability to get computers into children of developing countries will, in the long run, only help these children become acclimated to the developed world, giving them opportunities they had never imagines, allowing them to educate themselves in ways that were impossible ten years ago. However, the list of problems that come with handing children laptops has been seen and noted in several different areas. Here are the primary problems that have been noted: Firstly, while it is possible to get the technology into the hands of children, powering it, keeping it working, and keeping it relevant has been shown to be difficult. What happens to the children, if their computer gets a virus or breaks from use? Questions like these have yet to be answered. Secondly, no technology is likely to be widely successful in education, if the educational system itself does not change. If the curriculum doesn't change and assessment system don't accommodate the technology, it will is likely to have limited impact. Thirdly and connected with my second point, teachers are a vital resource in all of this. Even if there is a desire to change the curriculum to incorporate the laptops, teachers must be taught how to teach with this new technology in their classroom, and they must be willing to alter their teaching style in order to incorporate the laptops into the classroom. If teachers are not amenable to these conditions, then the One Laptop per Child program may be considered a failure at the end of the day.
However, I believe there is an issue that has not gotten as much attention as the ones mentioned above. This concern is that of culture. One Laptop per Child has an impact on culture, behavior and power-balance. How big this impact is depends on the country or region, how the program is introduced, who will eventually own the laptop, and how teachers integrate it in their lessons. In some of these developed countries, where the program is emphasizing getting laptops to, culture is a key aspect of life. With the introduction of the laptops, the younger generation has the capability to observe beyond their area. This may lead some of the older generations, and those in power, to see these laptops as a danger to their society. Giving the laptop to a child is imposing western individualistic culture on typically collective societies. While many believe that these laptops will only be used for good and knowledge, one cannot always account for unforeseen consequences that can arise, such as jealousy, spite, and mistrust to those who have the laptop. This can lead to higher crime rates and corruption.
For those who have much pride in their culture, they can see the introduction of laptops as an insult to their heritage. This new technology represents a capitalistic, western society that may not be accepted by all. While the goals of the One Laptop per Child program are noble, some may not view it as such. Culture, specifically pride in one’s culture, is another variable that those trying to implement this program must be aware of. The success of this important program depends on the ability of those in charge to see these obstacles and overcome them.
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