Contextualized-OLPC Education Project in Rural India: Measuring Learning Impact and Mediation of Computer Self-Efficacy

Autor/inn/en	Ale, Komathi; Loh, Yvonne Ai-Chi; Chib, Arul
Titel	Contextualized-OLPC Education Project in Rural India: Measuring Learning Impact and Mediation of Computer Self-Efficacy
Quelle	In: Educational Technology Research and Development, 65 (2017) 3, S.769-794 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ale, Komathi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-017-9517-2
Schlagwörter	Rural Areas; Foreign Countries; Computer Mediated Communication; Self Efficacy; Quasiexperimental Design; Longitudinal Studies; Developing Nations; Computer Uses in Education; Educational Technology; Information Technology; Pretests Posttests; Elementary Schools; Control Groups; India + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ausland; Computerkonferenz; Self-efficacy; Selbstwirksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Developing country; Developing countries; Entwicklungsland; Computernutzung; Unterrichtsmedien; Informationstechnologie; Elementary school; Grundschule; Volksschule; Indien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01