"Technology is only part of the solution"

Source: Porvir, o futuro se aprende (Brasil)

Date: 26 julio 2012

Language: Portuguese

Link: http://porvir.org/porpessoas/tecnologia-e-so-parte-da-solucao-diz-eugenio-severin/20120726

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There are many promises that technology will transform the traditional educational system, created 800 years ago. But for Eugenio Severin, renowned specialist in educational technologies, it alone can not do miracles. "I see an opportunity for education reform, in which technologies are important, not because they will make the change, but because they are part of a phenomenon that will force change, and also because they are part of the solution," says Severin which was IDB specialist (IDB) in education in Latin America.

Peru’s ambitious laptop program gets mixed grades

Publication: The Washington Times

Date: July 3th, 2012

Language: English

Link: http://www.washingtontimes.com/news/2012/jul/3/perus-ambitious-laptop-program-gets-mixed-grades/#ixzz2Fgtk9Uqw

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LIMA, PERU (AP) - Peru’s distribution of more than 800,000 low-cost laptop computers to children across the country easily ranks as one of the world’s most ambitious efforts to leverage digital technology in the fight against poverty.

Yet five years into the program, there are serious doubts about whether the largest single deployment in the One Laptop Per Child initiative was worth the more than $200 million that Peru's government spent.

Educational Reform: New Paradigms and Technologies

From Latin American Policy Journal

Author: Eugenio Severin

Harvard Kennedy School of Government

June 2012

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ABSTRACT:

The demand for better quality education has contributed to the development of multiple educational reforms in Latin America. Recently, information and communication technolo- gies have taken an important role within the education policies of a number of countries, including important budget and management efforts. So far, evidence shows that technol- ogy itself is not able to solve the educational problems. A systemic effort of reform that modifies the present paradigms of educational service is needed. In order to achieve that, technology can and should play a central role. The experimental assessment of the “Una Laptop por Niño” (One Laptop per Child) program in Peru confirms the need for integral approaches that last.