Item history (bjohas, Fri Jun 11 2021 20:03:05 GMT+0100 (BST))

TY - JOUR
TI - Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana
AU - Steeves, Leslie
AU - Kwami, Janet
T2 - Studies in Comparative International Development
AB - The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
DA - 2017/06/01/
PY - 2017
DO - 10.1007/s12116-017-9245-y
DP - Springer Link
VL - 52
IS - 2
SP - 174
EP - 192
J2 - St Comp Int Dev
LA - en
SN - 1936-6167
ST - Interrogating Gender Divides in Technology for Education and Development
UR - https://doi.org/10.1007/s12116-017-9245-y
Y2 - 2020/07/20/17:33:37
KW - C: Ghana
ER -

TY - JOUR
TI - Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana
AU - Leslie Steeves, H.
AU - Kwami, Janet
T2 - Studies in Comparative International Development
AB - The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
DA - 2017/06/01/
PY - 2017
DO - 10.1007/s12116-017-9245-y
DP - Springer Link
VL - 52
IS - 2
SP - 174
EP - 192
J2 - St Comp Int Dev
LA - en
SN - 1936-6167
ST - Interrogating Gender Divides in Technology for Education and Development
UR - https://doi.org/10.1007/s12116-017-9245-y
Y2 - 2021/04/15/07:33:01
KW - _imported
ER -

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Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana

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Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana

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