Effects of One Laptop Per Child Programs in the Daily Lives of People Excluded from the Community: The Role of South European Rural Schools
Entity
UAM. Departamento de PedagogíaPublisher
Sociedad para la Provisión de Educación en las Zonas Rurales de Australia (SPERA).Date
2017-08-18Citation
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.v27i2.116Editor's Version
https://doi.org/10.47381/aijre.v27i2.116Subjects
family; primary education; OLPC; ICT; exclusion; Europe; EducaciónAbstract
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
Files in this item
Google Scholar:Paredes Labra, Joaquín A.
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Tello, Inmaculada
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Kachinovsky Melgar, Alicia
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