There is now an official site about the One Laptop Per Child project and the announcement of this prompted a small explosion of debate about their merits on the Association of Internet Researchers mailing list . It has encouraged me to blow the dust off the collection of links I have been holding on to since November and to weigh in myself a bit on the subject.
Others’ Criticism:
- Institute for the Future of the Book: hundred dollar laptops may make good table lamps “it’s hard not to laugh at the leaders of the free world bumbling over this day-glo gadget, this glorified Trapper Keeper cum jack-in-the-box (Annan ended up breaking the hand crank), with barely a word devoted to what educational content will actually go inside, or to how teachers plan to construct lessons around these new toys.”
- Further criticism in more depth by the (competing) Fonly Institute. I agree with their issues completely, though I think they rather ‘over-sell’ the problems. I do fear as they do that if this device doesn’t fly it might make it more difficult to get any future interest in a better thought through ICT programme based on low-cost computing.
- Ethan Zuckerman also frets about one key aspect the Fonly Institute and others highlighted: the optimistic forecasts by the laptop’s designers that students will spontaneously fiddle with and create with them.
Description
My thoughts on the AoIR debate
I would say most of the discussion on the mailing list has been critical of the OLPC project. Much of the criticism is for reasons I agree with but some seemed a little doctrinaire. This is not an ‘inferior’ technology as Christian Fuchs suggests - it is an appropriate one. Even if ‘conventional’ laptops costing ten times as much were made available in the countries where the OLPC will be trialled, they would arguably be less useful as they would be less durable and would rely on more expensive components and software. These laptops will not tie their users in to Western commercial technology and standards as Christian fears (at least not any more than they are already) because they are based solidly on open source software. And rightly or wrongly these are not aimed at the countries whose inhabitants live on $2 a day - they are aimed at middle-ranking developing countries like China, India and Brazil which have enough money to consider this kind of investment in their children (though I would still argue that this major sum spent in ‘conventional’ ways on teachers or books would yield a better result).
Lastly, Jeremy Hunsinger says there is no plan for teacher or student training to go with these devices. This would of course be a big concern if true. It is true that the designers appear to have weirdly utopian ideas about children teaching themselves using these laptops with little or no teacher intervention (as echoed by Wojciech Gryc). See for example the OLPC FAQ - note it does not even mention as a question the need for training kids to learn with them and it says, among other things:
While the younger generations who are affected by this project become more computer literate and technologically developed in a modern sense, they will begin to have a more profound social leverage than their elders. The formative years of childhood, and the education received during that time span contribute to a wholistic result, which will present a tremendous contrast between those who have been given a computer-based education and those who have not.
Which is techno-utopianism at its finest. I can only hope that (since the wiki is open to anyone to edit) this is the view of a OLPC ‘fellow traveller’ not the staff. It is true that there have been a few promising pilots that demonstrated even Delhi slum children will teach themselves how to use computers out of sheer curiosity given the chance but I would be amazed if there has been enough research on how this works and under what conditions to satisfy the academic pedagogical community (has there been thorough discussion of pilot projects like the ‘hole in the wall’ one yet in academic journals and conferences?).
In any event I am a little more optimistic - since pilot organizations will be investing a lot of money (relative to their budgets) on these devices I would hope some of them at least will devote some careful thought to the issues that Jeremy and others pointed out and turn deaf ears to the OLPC team’s assurances that these are pure ‘machines for learning’ - no teacher input required.
David Brake