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首页> 外文期刊>Studies in Comparative International Development (SCID) >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

机译：质疑教育和发展技术中的性别鸿沟：加纳“每个孩子一个笔记本电脑”项目的案例

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摘要

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.
机译：“每个孩子一台笔记本电脑”（OLPC）项目旨在使“世界上最贫穷的孩子”可以使用低成本的计算机，前提是这些小工具将通过教育来支持他们的能力。但是，该项目在全球范围内的成功最多是好坏参半，许多国家由于成本，基础设施不足和负面影响而终止了购买。 2010年10月，加纳暂停了该国3年的参选资格。本研究考察了两所试点学校（一所城市和一所农村）中OLPC加纳的复杂历史和失败情况，并特别关注性别偏见。该分析基于对飞行员课程中政府人员，学生和老师的采访。尽管农村社区缺乏电力，开发计划署的千年村庄项目发挥了强有力的支持作用，使OLPC在农村学校比在阿克拉的城市学校少一些性别差异的情况下更加有效。两家试点学校都面临严峻的可持续性挑战，提出了关于现代性和技术决定论的十年之久的问题。此外，在两所学校，特别是城市学校，明显存在性别数字鸿沟。

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