In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.

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TZ

Tanzania, United Republic of

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