The researchers that conducted the qualitative research described in the journal article, Affectability In Educational Technologies, were looking into the aspect that various learning environments are affected by digital artifacts that affect student’s interest in learning as well as augmenting the quality of the instruction. They wanted to see how new technologies and learning methods could be added to academic institutions that could better serve the learners (Hayashi & Baranauskas, 2013).
The researchers implemented a One Laptop Per Child (OLPC) scheme consisting of 520 notebook computers for about 530 students and faculty that were donated to a scholarly project in Campinas, Brazil. One of the objectives of the study was to ascertain a situated methodology for how the computers were appropriated throughout the student population with most grades using a one-to-one system. However, not all students received their own laptop and had to share with others depending on the allocated distribution (Hayashi & Baranauskas, 2013).
The researchers wanted to see how the inclusion of the technology represented by the laptops in a different culture and country as well as studying any challenges or advantages presented and discovered. The results of the study presented several conclusions in cases. The first case was illustrated but the new laptops affecting the way homework assignments were carried out. Traditionally, students had to traverse to a physical location such as the library or school computer lab. The Wi-Fi enabled laptops enabled the students to conduct the research required for their assignments from within the classroom which provided significant advantages within their learning environment. The second study connect the school population into a collaborative cooperation regarding interdisciplinary activities. The third case resulted in ascertaining that the students were positively pleased with the enhanced capability that the Wi-Fi enabled laptops provided to increased mobility and usage of the technological instrument for furthering their studies. The fourth case saw an increase in volunteers from the student population regarding technical support and tutoring programs due to a lack of funding for a IT support organization within the school system (Hayashi & Baranauskas, 2013).
Overall, the study was an interesting exploration of how the introduction of technology within a different culture in an economically depressed country affects the learning outcomes within a particular learning environment upon a population of students and faculty. The affects were overwhelmingly positive and contributed to enhanced collaborative learning, more motivation to learn, pride from having the technological artifacts, and increased life lessons instilled such as responsibility, self-esteem, empath, and better social interactive skills (Hayashi & Baranauskas, 2013).
References
Hayashi, E. S., & Baranauskas, M. C. (2013). Affectability in educational technologies: A socio-technical perspective for design. Journal of Educational Technology & Society, 16(1), 57–68.
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