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One to one connections : building a community learning culture

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dc.contributor.advisor Seymour Papert and Glorianna Davenport. en_US
dc.contributor.author Urrea, Claudia M en_US
dc.contributor.other Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences. en_US
dc.date.accessioned 2008-05-19T16:10:28Z
dc.date.available 2008-05-19T16:10:28Z
dc.date.copyright 2007 en_US
dc.date.issued 2007 en_US
dc.identifier.uri http://hdl.handle.net/1721.1/41706
dc.description Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007. en_US
dc.description Includes bibliographical references (p. 183-188). en_US
dc.description.abstract The complexity of the school, society and policy, and dominant cultural beliefs about teaching, learning, and knowledge constrain people's mindsets, paradoxically preventing the fundamental changes that can take advantage of new technologies and address the inadequacies of current educational systems. The same constraints permeate reform efforts as most often the educational establishment tests the transformation of the system one element at a time while attempting to hold all other elements constant, thereby inhibiting more profound changes. The promise of one-to-one computer infrastructure provides such a dramatic alternative to current educational systems that it forces us to think about change at a deeper level, leaving us with the challenge of where to begin. The fundamental aim of this thesis is to study the potential of the one-to-one computer infrastructure as a catalyst for change. This thesis presents a holistic model for rural school that builds on a rich body of Constructionist learning research. Key components of the holistic model are: sufficient amount of student-owned technology which can accompany them as they interact at home and in the broader community; activities that are designed with sufficient scope to encourage the appropriation of powerful ideas; and, teacher engagement in activity design with simultaneous support from a knowledge network of local and international colleagues and mentors. I introduce the concept of "whole-project" learning, which strategically integrates the elements of the model, and introduces a learning approach that is fundamentally different from the existent methodology of work. en_US
dc.description.abstract (cont.) The thesis findings rely on data collected during the one year intervention. This longitudinal study of a one-teacher school in Costa Rica over the course of the year allows me to present stories of change as well as a more quantitative analysis of the learning activities. The results of the study suggest that in order for appropriation to occur, three conditions are salient: computational technology must be mobile and owned by the students so that learning becomes integral to the culture of the community; activities need to be of a scale and quality that children and teachers can make rich connections to powerful ideas; and, participation and voice must be inclusive. en_US
dc.description.statementofresponsibility by Claudia M. Urrea. en_US
dc.format.extent 217 p. en_US
dc.language.iso eng en_US
dc.publisher Massachusetts Institute of Technology en_US
dc.rights M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. en_US
dc.rights.uri http://dspace.mit.edu/handle/1721.1/7582 en_US
dc.subject Architecture. Program in Media Arts and Sciences. en_US
dc.title One to one connections : building a community learning culture en_US
dc.title.alternative Building a community learning culture en_US
dc.type Thesis en_US
dc.description.degree Ph.D. en_US
dc.contributor.department Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences. en_US
dc.identifier.oclc 221978414 en_US


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