Changes

3. I contrast this with the sad state of the computer industry's attempts to sell computers to schools: "[] says teachers need high-end laptops but students will just be accessing content and communication so need basic functionality." While there is nothing fundamentally wrong with giving children access to content, does that really constitute the basic functionality needed by the learner? The good news is that Sugar (and Etoys) can run on these "basic" platforms. We should stop selling teachers and learning short by dumbing down the opportunities to use computation as a thing to think with.

3. I contrast this with the sad state of the computer industry's attempts to sell computers to schools: "[] says teachers need high-end laptops but students will just be accessing content and communication so need basic functionality." While there is nothing fundamentally wrong with giving children access to content, does that really constitute the basic functionality needed by the learner? The good news is that Sugar (and Etoys) can run on these "basic" platforms. We should stop selling teachers and learning short by dumbing down the opportunities to use computation as a thing to think with.

4. Christoph Derndorfer, who is on another of his world-wide tours of OLPC deployments – this time in Latin America – just reposted a link to Michael Trucano's restating-the-obvious article on 1-to-1 laptop deployment pitfalls on the World Bank's website. (Most of Trucano's well-worn advise applies to any learning initiative; alas, he does not provide much insight for those of us trying to actually solve real problems on the ground.) I will give Christoph the benefit of doubt that with the coincidence of his post that he is not deliberately making a backhanded disparagement of the deployments in Uruguay and Paraguay he has visited. While these deployments have not yet reached the status perfection, the deployment teams at Ceibal and Paraguay Educa have never strayed into the dangerous waters described by Trucano:

4. Christoph Derndorfer, who is on another of his world-wide tours of OLPC deployments – this time to Latin America – just reposted a link to Michael Trucano's restating-the-obvious article on 1-to-1 laptop deployment pitfalls on the World Bank's website. (Most of Trucano's well-worn advise applies to any learning initiative; alas, he does not provide much insight for those of us trying to actually solve real problems on the ground.) I will give Christoph the benefit of doubt that with the coincidence of his post that he is not deliberately making a backhanded disparagement of the deployments in Uruguay and Paraguay he has visited. While these deployments have not yet reached the status perfection, the deployment teams at Ceibal and Paraguay Educa have never strayed into the dangerous waters described by Trucano:

:1. Dump hardware in schools, hope for magic to happen

:''1. Dump hardware in schools, hope for magic to happen''

:Far from it, there have been extensive support mechanisms in place in .ur and .py from Day One

:Far from it, there have been extensive support mechanisms in place in .ur and .py from Day One

:2. Design for OECD learning environments, implement elsewhere

:''2. Design for OECD learning environments, implement elsewhere''

:While there is some sharing of content and best practice, it is the local pedagogical team that calls the shots in both deployments.

:While there is some sharing of content and best practice, it is the local pedagogical team that calls the shots in both deployments.

:3. Think about educational content only after you have rolled out your hardware

:''3. Think about educational content only after you have rolled out your hardware''

:Again, pedagogy has driven the pace of deployment. At the same time, the entire deployment has been thought of within the context of a learning platform, which includes laptops, connectivity, servers, training, content development, documentation, support, community outreach, etc.  

:Again, pedagogy has driven the pace of deployment. At the same time, the entire deployment has been thought of within the context of a learning platform, which includes laptops, connectivity, servers, training, content development, documentation, support, community outreach, etc.  

:4. Assume you can just import content from somewhere else

:''4. Assume you can just import content from somewhere else''

:The key here is "just". Both .uy and .py think deeply about content, but they are also opportunistic – taking advantage of great content developed elsewhere, for example, by the Etoys community.

:The key here is "just". Both .uy and .py think deeply about content, but they are also opportunistic – taking advantage of great content developed elsewhere, for example, by the Etoys community.

:5. Don't monitor, don't evaluate

:''5. Don't monitor, don't evaluate''

:At Ceibal, they have an extensive operation for monitoring the state of the network, servers, and laptops within their deployment. There are numerous ongoing evaluations of the program, both internal and external. Paraguay Educa was the subject of an external evaluation by the IADB, which issued a very positive report.

:At Ceibal, they have an extensive operation for monitoring the state of the network, servers, and laptops within their deployment. There are numerous ongoing evaluations of the program, both internal and external. Paraguay Educa was the subject of an external evaluation by the IADB, which issued a very positive report.

:6. Make a big bet on an unproven technology (especially one based on a  closed/proprietary standard) or single vendor, don't plan for how to avoid 'lock-in

:''6. Make a big bet on an unproven technology (especially one based on a  closed/proprietary standard) or single vendor, don't plan for how to avoid 'lock-in''

:Both programs have used a open bidding process and have some percentage of hardware from multiple vendors. Both programs use Free Software.

:Both programs have used a open bidding process and have some percentage of hardware from multiple vendors. Both programs use Free Software.

:7. Don't think about (or acknowledge) total cost of ownership/operation issues or calculations

:''7. Don't think about (or acknowledge) total cost of ownership/operation issues or calculations''

:.uy has been diligent in publishing their total-cost-of-ownership numbers – these numbers, based upon the costs measured in the field happen to be much less than the inflated numbers fabricated by naysayers.

:.uy has been diligent in publishing their total-cost-of-ownership numbers – these numbers, based upon the costs measured in the field happen to be much less than the inflated numbers fabricated by naysayers.

:8. Assume away equity issues

:''8. Assume away equity issues''

:While no one is claiming that equity issues are no longer a concern, the fact that the per-household penetration of computing in .uy is inversely proportional to household income says a lot. And in every one of these households, the children have free Internet access. Wow.

:While no one is claiming that equity issues are no longer a concern, the fact that the per-household penetration of computing in .uy is inversely proportional to household income says a lot. And in every one of these households, the children have free Internet access. Wow.

:9. Don't train your teachers (nor your school headmasters, for that matter)

:''9. Don't train your teachers (nor your school headmasters, for that matter)''

:The biggest investment in the .py program has been in teacher training. As the project scales, finding ways to make this process more efficient will be key. But no one has every suggested that it was not a vital part of the process.

:The biggest investment in the .py program has been in teacher training. As the project scales, finding ways to make this process more efficient will be key. But no one has every suggested that it was not a vital part of the process.