Crucial Considerations in One-to-One Computing in Developing Countries

Open Access

Abstract

One-to-one computing has lately become one of the buzzwords in the educational technology initiatives in developing countries. Various versions of one-to-one computing have recently been implemented around the developing world. Governments and educational organizations have often felt a pressure to acquire new technology as an effort to leapfrog development, but this has in most cases been done without any deeper analysis of the complete framework that successful one-to-one computing initiatives require. A number of One Laptop Per Child (OLPC) projects have subscribed to the view that one-to-one computing should not delve into non-technical areas like teacher training, curriculum development, or content development. We, however, consider the non-technical issues to be of great importance for the success of computer-enhanced learning in primary schools. This paper presents and analyzes nine crucial and often neglected considerations for successfully implementing one-to-one computing initiatives: a pedagogical framework, teacher training, a support model, content in local languages, adaptation to local conditions, parental agreement and support, monitoring and evaluation, administrative support, and sustainability. We disagree with the view that one-to-one computing is only about leveraging the children themselves. By properly considering our nine propositions, one–to–one computing initiatives can increase their positive impacts in primary schools in developing regions.