Technology and Child Development: Evidence from the One Laptop Per Child Program

Cristia, Julián P.; Ibarrarán, Pablo; Cueto, Santiago; Santiago, Ana; Severín, Eugenio

doi:10.2139/ssrn.2032444

Cited by 122 publications

(93 citation statements)

References 33 publications

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“…Barrera-Osorio and Linden (2009) found no impacts of increased computer access on Math and Language in Colombia. Cristia et al (2012) evaluated the OLPC program in primary rural schools in Peru and found no evidence of effects in Math and Language. As an exception, Machin, McNally and Silva (2007) found some positive impacts in English and Science but not in Math in the United Kingdom.…”

Section: Introductionmentioning

confidence: 99%

Does Technology in Schools Affect Repetition, Dropout and Enrollment? Evidence from Peru

2014

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. Terms of use: Documents inThe unauthorized commercial use of Bank documents is prohibited and may be punishable under the Bank's policies and/or applicable laws. Copyright ©Inter-American Development Bank. This working paper may be reproduced for any non-commercial purpose. It may also be reproduced in any academic journal indexed by the American Economic Association's EconLit, with previous consent by the Inter-American Development Bank (IDB), provided that the IDB is credited and that the author(s) receive no income from the publication. Cataloging-in-Publication

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Section: Introductionmentioning

confidence: 99%

Does Technology in Schools Affect Repetition, Dropout and Enrollment? Evidence from Peru

2014

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“…technological facilities, etc. However, some studies have shown that the influence exerted by the availability of icts on scholastic achievement is limited or virtually nil (Cristia, Czerwonko and Garofalo, 2010;Cristia and others, 2012).…”

Section: -School-related Factorsmentioning

confidence: 99%

Inequality in education in Costa Rica: The gap between students in public and private schools. An analysis of the results of the programme for international student assessment (PISA)

Fernández¹,

Del²

2014

CEPAL Review

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This article presents the main results of the Programme for International Student Assessment (pisa) for Costa Rica in 2009 and then goes on to analyse the gap between the scores of students attending private schools and those attending public schools. However, the estimation of an education production function using these data shows that this gap is not entirely attributable to whether schools are public or private, but that instead the students' family environment, personal traits and, in particular, the student's grade level at the time that the pisa test was taken are all quite influential.

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“…Commonly mentioned positive impacts on students are increased "engagement and motivation" [9], [10], "quality of academic work and achievement" [11], [12] and "independent learning" [9], [13], [14]. On the other hand, distractions [15]- [17], insignificance to academic achievement [18], [19], psychological as well as physical strains [20], [21], and over-dependency on computers [22], [23] are some of major negative impacts.…”

Section: Introductionmentioning

confidence: 99%

Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

Islam¹,

Andersson²

2016

IJIET

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Abstract-The use of technology in schools is rapidly increasing -today most notably through the one-to-one (1:1) programs that are being implemented all around the world. Considering how new technologies are emerging fast and obsoleting others in schools, there is a need to continuously monitor and understand the features of various devices in terms of embedded technology and interaction with users. This paper therefore presents the nature of computing devices used in 1:1 computing programs in schools around the world, including investigating the benefits and drawbacks, by means of a systematic literature review and a survey conducted in some schools in Sweden. The paper also presents findings based on how the various uses of technology affect cooperation practices as well as personal exploration.Index Terms-One-to-one computing, computer integration, constructionist learning, one laptop per child, 21st century skills.

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Technology and Child Development: Evidence from the One Laptop Per Child Program

Cited by 122 publications

References 33 publications

Does Technology in Schools Affect Repetition, Dropout and Enrollment? Evidence from Peru

Does Technology in Schools Affect Repetition, Dropout and Enrollment? Evidence from Peru

Inequality in education in Costa Rica: The gap between students in public and private schools. An analysis of the results of the programme for international student assessment (PISA)

Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

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