Effects of One Laptop Per Child Programs in the Daily Lives of People Excluded from the Community: The Role of South European Rural Schools
Entidad
UAM. Departamento de PedagogíaEditor
Sociedad para la Provisión de Educación en las Zonas Rurales de Australia (SPERA).Fecha de edición
2017-08-18Cita
10.47381/aijre.v27i2.116
Australian and International Journal of Rural Education 27.2 (2017): 108–121
ISSN
1839-7387 (online); 1036-0026 (print)DOI
10.47381/aijre.v27i2.116Versión del editor
https://doi.org/10.47381/aijre.v27i2.116Materias
family; primary education; OLPC; ICT; exclusion; Europe; EducaciónResumen
he aim of this study was to learn how the One Laptop per Child (OLPC) program in rural schools of a Southern European country offers opportunities to children, helps parents to get information and creates links with families and neighbours. The methodology was qualitative, with deep interviews with teachers, principals, parents and students from five Spanish rural schools. Among the findings, we observed that schools have new opportunities to link with communities and to communicate with parents when the curriculum is open and narrative. The shortcomings of policies, the academic role of projects and the resistance and prejudice of parents are preventing a better rapport between schools and communities in their fight against exclusion
Lista de ficheros
Google Scholar:Paredes Labra, Joaquín A.
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Tello Díaz-Maroto, Inmaculada
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Kachinovsky Melgar, Alicia
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