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They tend to use a different class of processor from traditional laptops that is closer to the processor used in a tablet. They only need enough processor performance to handle basic computing tasks such as web browsing, email, word processing, spreadsheets, and basic photo editing. Unless you need support for gaming, streaming, or intense photo or video editing, you don't need much computing power.

When netbooks originally came out, a CD or DVD drive was still a requirement for most computers because it was the common way to install software. Now, it's becoming increasingly difficult to find a laptop that has one.

Optical drives are not a requirement for computers anymore thanks to digital software distribution. Most software programs are available online, even commercial programs that aren't freely available. Solid state drives SSDs are becoming much more common with mobile computers. Their compact size, low power consumption, and durability make them ideal for mobile devices. Netbooks were originally some of the first personal computers to use them with any regularity.

They still have the disadvantage of not offering as much storage space as traditional hard drives , though, and as a result, most netbook class laptops usually have relatively small storage capacities of roughly 32GB to 64GB.


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In addition to this, they use less expensive drives that offer lower performance than standard SATA drives found in many laptops. LCDs are probably the biggest cost to manufacturers of laptop PCs. To reduce the overall costs of these systems, manufacturers developed them using smaller screens. The first netbooks used small 7-inch screens. Since then, monitors have been getting progressively larger. They do the "easy" stuff like building schools and toilets and even curriculum development.

The hope is that by providing internet access with satellite and a cheap computer OLPC , the teacher can get help and training and if nothing else, can access much better educational resources to stimulate the children's desire to learn.

I find it less than helpful comparing IT deployments in resource rich environments UK and USA for example with resource poor developing countries. And I don't think it is at all helpful to say we should be building more schools instead of deploying ICTs. Of course, we need to provide better access to education, but this is not a twitter conversation. There are complex issues and implying that we can only do one thing is very unhelpful.

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Finally, I find it incredibly embarrassing having "experts" from developed countries telling desperate teachers in rural and remote areas of the developing world, what they are "allowed' to have. Having worked for three years on a development project in Egypt, and met during that time with teachers in some of the more remote and rural parts of the country, I can tell you that I never once heard a need or demand expressed for laptops for all of their students. Perhaps you have better documentation of that need or demand than I have, as well as evidence that we whoever we is could supply laptops to all the children in the world with little effort.

I will say that I distinguish between countries like Haiti and Rwanda—where I believe a massive OLPC initiative to be very ill-advised, compared to what could be achieved in those countries if the same funds were spent otherwise—and a country like Uruguay. If they want to have a national school laptop program, they have much better means of doing so. I suspect, though, that their chances of success will depend in part on how far they deviate from the pure OLPC model, and instead devote sufficient resources to all the other curricular, pedagogical, social, and technical factors that shape a laptop implementation.

Windows Netbooks: The Path to Low-Cost Computing (Expert's Voice) - PickA Gift

I wish them the best and I look forward to learning of their results. Well, in my opinion, the laptop could have been a XO or whatever else. It merely had an instrumental role. Ismael, allow me to respectfully disagree. In Uruguay the stakeholders were never brought in, there was — and isn't yet — any practical, active tool so there can be give and take with the classroom teacher or parents.

Their opinion is not encouraged. Thus no effort for consensus. They were told, ahem, "sensibilizados" that this was for their own good. If they have hired more outside of official calls, I don't know. Training for most has been one workday, that is, maybe 4 hours. Brechner himself has proudly pointed out how little they invest for training when he was in Washington.

All in all, you can see yourself that since Ceibal was never a curriculum-connected project it is a rather successful connectivity project, that's what the C stands for , the XOs are seldom used in class. I live in Uruguay with two school children at home. As they go to public school, both have their XO. We live in a medium class neibourhood, but classes are overcrowded, more than 30 kids in each. Every body seems to be pleased, except more conscious fathers and teachers who are begining to take notice to the fact that money, tens of millions of dollars could have been spent in much more useful ways.

Public schools in really poor places fare far worse, parents not having time, disposition or money to help local schools. OLPC is just a waste of public scarce resources and mainly a public relations political operation. And, probably, a source of grafts money as well. W Yohai Montevideo. I and others have been unsystematically collecting reports of one-to-one computing deployments, successes, and failures. You are right that planning and resources are needed for best results, not just computers. OLPC has tried to make that clear to countries,and also to make it clear that OLPC has all it can do to provide the computers, so somebody else has to take up these other responsibilities.

In fact several countries have created impressive programs to do just that. The government of Ghana has brought in University of Education, Winneba as a partner in its planning.


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But there have been remarkable successes even without planning and resources. I conclude that we do not yet know enough about what makes a laptop deployment successful and what leads to failure. The remedy is not to complain that OLPC is not doing the job of governments, but to organize and fund the rest of what is needed, including good research. Finally, I would like to observe that your view of results depends on your expectations as much as on the program itself.

It is not the primary purpose of the OLPC program to improve scores on standardized tests although that certainly does happen but to teach children how to learn and think for themselves, and to evaluate the information that comes to them, whether from friends and neighbors, from their governments and political organizations, or from the Internet. Connecting children together, while not an explicit OLPC goal beyond the level of the classroom, will in my view turn out to be as important as the in-class educational improvements provided.

Nobody has yet addressed in full the requirements for electricity and Internet infrastructure throughout every country, and for microfinance to create new jobs and start new businesses. We have barely started on replacing printed textbooks, although funding sources for that enterprise have started to appear.

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So, as the bumper sticker says,. Sometimes I wonder if those who comment have ever worked in a developing country and seen the look of wonder, excitement, and pride of accomplishment when a learner obtains access to a computer and is able to accomplish simple tasks at first, then more complicated ones.

I wonder if they think about how this event in childhood might inspire the learners to reach beyond currently accepted personal and community limitations. I think that it is absolutely marvellous that someone thought big as it spurs the imaginations of others. It definitely spurred others to come up with similar projects there are more than 50 inexpensive computer initiatives , to develop the netbook, to provide inexpensive software licensing agreements, and to think about educational technology implementation and the role of the instructor in the learning-instructional mix.

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From the beginning, it was obvious to everyone that the success of the OLPC project would depend on training teachers how to incorporate technology in the classroom, altering learning and instructional methods, revising the curriculum, providing adequate maintenance and repair services, and obtaining access to reliable and inexpensive power and Internet connections.

It was not expected that the OLPC project would provide everything. Other groups, including national governments, were suppose to play their role — some did, others did not. The OLPC project success also relied heavily on volunteers — people who have bills to pay and lives to live.