Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/92448
Title: Contextualized-OLPC education project in rural India : measuring learning impact and mediation of computer self-efficacy
Authors: Ale, Komathi
Loh, Yvonne Ai-Chi
Chib, Arul
Keywords: Social sciences::Education
ICT
Education
Issue Date: 2017
Source: Ale, K., Loh, Y. A.-C., & Chib, A. (2017). Contextualized-OLPC education project in rural India : measuring learning impact and mediation of computer self-efficacy. Educational Technology Research and Development, 65(3), 769-794. doi:10.1007/s11423-017-9517-2
Series/Report no.: Educational Technology Research and Development
Abstract: The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and post- experiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology-Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.
URI: https://hdl.handle.net/10356/92448
http://hdl.handle.net/10220/49927
ISSN: 1042-1629
DOI: http://dx.doi.org/10.1007/s11423-017-9517-2
Rights: © 2017 Association for Educational Communications and Technology (published by Springer). This is a post-peer-review, pre-copyedit version of an article published in Educational Technology Research and Development. The final authenticated version is available online at: http://dx.doi.org/10.1007/s11423-017-9517-2
metadata.item.grantfulltext: open
metadata.item.fulltext: With Fulltext
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