Working practices in one-to-one computing: A rural Tanzanian case

While there is a growing body of literature on one-to-one computing, there is still a lack in understanding on how exactly should one-to-one computing be utilized in different educational contexts. At a rural Tanzanian primary school, a number of XO-1 based educational projects and workshops have been conducted since 2008. By analyzing the reports from those projects and workshops, as well as from related studies, this paper identified a number of working practices. Several aspects seem to be especially prevalent. Firstly, various viewpoints to contextualization were widely recognized in our studies, as well as in other studies. Educational technology initiatives need to be based on need pull rather than technology push. Secondly, projects need action research-based components for systematically collecting and increasing understanding about well-functioning practices that may be unique to each environment. Thirdly, educational technology projects, including e-learning projects, should be open for a wider spectrum of educational factors such as contingent constructivism: the sentiment of well functioning teaching should be appreciated.