The school, a catalyst for development
Lucas, a young Uruguayan 11 years, living with his parents Richard and Marisol, Uruguay, in the department of Canelones , is one of the 400,000 children whose schooling is conducted in the context of the " Plan Ceibal ", the program OLPC developed in recent years in Uruguay.
This is what we learn and discover the evidence of this family in the article "CEIBAL Más Allá del aula "published on his blog by Fernando da Rosa Morena - a Uruguayan teacher working in the field of Information Technology and Communication and contributing concretely to experience the "Plan Ceibal", especially through information campaigns, training and technical assistance - and in the recorded interview in this video (see license below) :
Richard, a native of Montevideo, decided to settle in a rural area, where he works, from his small family farm in the town of Piedras Afilar of various activities of breeding, organic farming, manufacturing and marketing of bread, in a context of self-sufficiency. In the fall, he participated in the gathering mushrooms in the nearby mountain to sell modestly from a stand located along the " Ruta Interbalnearia ", to passing motorists.
Lucas, 11, filmed here playing the game on his XO letters Falabracman , attends school nearby, a few kilometers apart. Lucas received, as his friends from school and school children in the country, an XO computer (affectionately known as "Ceibalita"). It is used in schools, where students
have an Internet connection, set up under the "Plan Ceibal" and refers to the house.
Subsequently, the parents of Lucas were able to use Internet connectivity to the school. This allowed them to develop their family farm, looking for opportunities to sell commercial mushroom production. Access to new markets in the capital Montevideo and in Zaragoza, Spain, with initial support from the authorities of the capital of the department of Canelones, justified the creation of a cooperative and participation in the village tasks of collection, preparation, packaging, transportation, marketing. Richard noted that the improvement of working conditions as part of this activity benefits many people in the village, who used to work in precarious conditions.
For Richard, this is literally revolutionary part of a logic of democratization, as the analysis in his testimony, since it allows her family and her village to develop a craft activity so far in previously unimagined proportions. It reports figures of 15 to 20 times higher (about 5 tons per year) compared to previous years. This was made possible by access to other distribution channels, access to new sources of information allowed him to identify and exploit.
For Lucas, who is with the computer teacher, the opportunity to share his knowledge with his parents, it gives him a new place in his family and helps to give greater confidence.
The school has become, with the establishment of a program of access to new educational technologies, the catalyst of economic development. A side effect of the educational promise of the OLPC project, illustrated in a rural area of the South, visionary and pioneer, for which digital inclusion and education goes hand in hand with social and economic inclusion.
License:
CEIBAL aula del más Allá by Fernando da Rosa Morena IS licensed Under a Creative Commons-No comercial reconocimiento-Compartir the bajo licencia misma 3.0 Unported License .
Based on a work at www.fedaro.info .
Reference:
- IC4D 2009: Information and Communications for Development 2009: Extending Reach and Increasing Impact , The World Bank, Washington, 2009
- Transaction details of subtitling implemented (with the assistance, in particular, Marielle Lopez, Camille Robert, Ahmed Mansour / OLPC Morocco, Bastien Guerry, Sebastien Agnot / Dailymotion), on the OLPC wiki France: Subtitling
Samy Boutayeb invited me very kindly, still in very good Spanish! To
comment on this post, as long as he knows that I have often argued and written
the Internet connectivity is rather a secondary priority, if
contrary to the best interests of the digital school.
First, I must admit to having personally benefited from the internet though, since that is where I found my wife again ... I know of Piedras Afilar, ais I made camp there with my Scouts my days of troop leader, the very name describes a geological formation even where it could exploit the stone lookout, quality what was described by my Rabbi as a first-class ideal for knives kosher.
But as the Lucas family, I had soon discovered that there is no market for the stones to watch the side of the road, think for export, mainly to Israel and communities where the kosher and halal are a necessary, but contact with them was a subject of enormous difficulty of the time I lived about thirty kilometers from Piedras Afilar in a small farm at all different from where Lucas lives, where we were drying ourselves so the mushrooms that I sold at the fair on Sunday in Minas (which did not pay much, so I began to work in the city as a French teacher, long story)
So even more opportunities for Lucas & Co to do business, now that they can escape by remaining the best of all possible worlds (one can'm envious, I have not had much J'voudrais Uruguay to leave ...) (if anyone wants to follow the idea of stones, is kindly contact with me, yamaplos (a) gmail.com)
I know too many other very nice success stories of the new access to the internet and how it has changed lives in Uruguay. I wrote too.
The problem and the source of my strength to internet connectivity as a priority is that too many people in the world OLPC see these stories in the solution for all problems of education, almost alone, and especially the use of an excuse not to make an effort to prepare educational materials that can be used in class, which there very, very few available there.
Without going into details, see my notes about it if you will,
This approach gifted, "although looking to the internet" is said to teachers, does not work, the teachers are too busy or not smart enough to find by chance something useful, well thank you, not the time.
Therefore, most teachers do not really helpful in class XO, since no use to do - it's too difficult compared to the good old chalk and polished black.
It changes lives? certainly.
It is well organized? somehow LATU to do things rather well with logistics.
It is used in the classroom?
there, not really.
A ticket for me to be published Friday to discuss the results olpcnews.com has returned a specific study of classroom use in Uruguay.
If work-in-class and education are expected to be close, the XO is not really there.
Mostly they could be, for a good measure, if we did the best priorities.
Lucas would he enjoyed so much? I do not know, but what I know is that others who have nothing to sell in export which are not in a similar situation exceptional them, and even Lucas, do not benefit all they could, in the event that the XO would be used to learn in school, were studied before more ...
(Let's see, the spell ortho ... 16 mistakes, hell, not to mention grammar ...)
Yama thank you for this information first hand!
Here is the link of your article, just published on OLPCNews: http://www.olpcnews.com/implementation/evaluations/ceibal_objective_research_resu.html