The Impact of a One Laptop Per Child Program on Learning: Evidence from Uruguay
The Impact of a One Laptop Per Child Program on Learning: Evidence from Uruguay
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每个孩子一台笔记本电脑计划对学习的影响：来自乌拉圭的证据
DOI：
10.36095/banxico/di.2014.22
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Alfonso Miranda
中科院分区：
文献类型：
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作者：
Gioia de Melo;A. Machado;Alfonso Miranda
我们提出的证据对学生的数学和阅读成绩的OLPC计划的最大的部署之一，唯一一个在全国范围内实施：计划Ceibal在乌拉圭的影响。我们有独特的数据，使我们能够知道样本中每个学生的笔记本电脑交付的确切日期。这使我们能够使用暴露天数作为治疗强度的衡量标准。考虑到同一所学校内的个人在笔记本电脑交付日期上存在一些差异，我们可以确定该计划的影响，即学校随着时间的推移独立于OLPC计划而提高学生成绩的潜在异质性。我们的研究结果表明，在实施的头两年，该计划对数学和阅读成绩没有影响。效果不佳的原因可能是该计划没有涉及强制性的教师培训，课堂上的笔记本电脑主要用于在互联网上搜索信息。
We present evidence on the impact on students' math and reading scores of one of the largest deployments of an OLPC program and the only one implemented at a national scale: Plan Ceibal in Uruguay. We have unique data that allow us to know the exact date of laptop delivery for every student in the sample. This gives us the ability to use days of exposure as a treatment intensity measure. Given that there is some variation in the date of laptop delivery across individuals within the same school, we can identify the effect of the program net of potential heterogeneity in the rate schools gain improvements on students' achievement over time independently of the OLPC program. Our results suggest that in the first two years of its implementation the program had no effects on math and reading scores. The absence of effect could be explained by the fact that the program did not involve compulsory teacher training and that laptops in class were mainly used to search for information on the internet.