The announcement by the Indian government's project to produce a digital tablet estimated at $ 35 ( low cost access-Cum-Computing Device Unveiled by Shri Kapil Sibal , "The Hindu, 23.07.2010) has attracted much comment, sometimes skeptical about the price tag and the feasibility of the project, especially as it follows the sad story of the PC to $ 10 .

This tablet is associated with the educational program " Sakshat ", the" National Mission on Education through Information and Communication Technology (NMEICT), and the project " National Programme on Technology Enhanced Learning (NPTEL) for creating digital content for teaching .

In addition, other projects tablets are emerging in India, such as that developed by the company Allgo Embedded Systems , based in Bangalore (India), talent pool and the home of Simputer , his legendary predecessor. This tablet was presented at the "Freescale Technology Forum (21-24 June 2010, Orlando, USA), as can be seen in this video:

The figure of $ 35, often highlighted by the media, refers to the nomenclature of the product (the "Bill Of Materials"). Following statements tinged with controversy Indian Minister, who put this new shelf OLPC competitor, several reviews have been published, including the independent news website OLPCNews:

• " How would you Accelerate the adoption of OLPC in India? "
• " Should Stop Attacking India MHRD One Laptop Per Child "
• " The Real $ 35 Tablet from India: an OLPC Complement, not Competitor "
• " Needed: Reality Check on India's $ 35 Tablet Computer "

In India, the press puts the ad in its context, as can be seen in the article " Low-cost PCs fail to boot up fast in India ", which recalls the challenge of industrialization of a research project and development in a country like India.

Nicholas Negroponte, the founder of OLPC, has published about him on the blog OLPC an open letter (" Welcome: $ 35 for Education tablet ") calling for reconciliation between the two educational projects. We reproduce below in full content, exclusively:

"Welcome: A tablet to $ 35 for Education"

One Laptop per Child (OLPC) congratulated the Minister Kapil Sibal to promote a shelf at $ 35. Education is the first solution to eliminate poverty, protect the environment and create peace in the world. Access to a laptop or a tablet connected is the fastest way to enable a learning universal. We fully agree with you and I ask you to consider this open letter as a commitment to OLPC allow India to free access to all our technology and experience based on two million laptops than we deployed in over 40 countries and more than 25 languages. The continued humanitarian and charitable purpose of our organization is the opposite of a desire for competition. Instead, we focus on collaboration and we invite you to act in the same spirit.

At the same time, let me share with you the six following suggestions:

1. The importance of targeting children 6 to 12 years. It is they who represent the most precious natural resource of your nation. For primary students, a tablet is not about computer or school, it's about hope. Thus, the passion becomes the first tool for learning.

2. Your tablet should mark the end of learning "by heart" instead of being an instrument that would promote. A creative society is not built on memorization of facts, but on learning to learn. Repetition and practice are mechanisms inherited from the industrial era, a time when the repetition and consistency were systematic. The digital age is that for its customization, collaboration and ownership. The didactic approach of the OLPC project is known under the name of constructionism. We hope you will adopt it too.

3. The tablets are the future. OLPC announced his eight months ago that. It should however be careful with one aspect of the tablets, namely that learning is not confined to media consumption. The challenge is to make a creative tool. By design, the iPad is a medium dedicated to consumption. OLPC urge you not to make that mistake.

4. The material aspect is simpler. However, a robust material, a sunlight readable screen and low power consumption characteristics are less obvious. Our computer is correctly supplied by solar energy because it is by far the notebook more energy efficient. Despite this, we must not neglect the human production of electricity - thanks to a dynamo where other methods that children can use at night or when raining. It would be a mistake to bet everything on solar. In addition, a robust material must be capable of withstanding water or falling from a height of 3 meters on a stone floor.

5. The software side is more difficult. The choice of Linux is the obvious, but whatever you do, do not make the mistake of making a dedicated system with a small number of functions. It is important that this is a general-purpose computer, allowing everyone to develop software, to invent applications and programming. We know that when children are programmed, they engage in an activity, to "think about thinking." Similarly, when correcting their programs, they learn to learn. Here is the key.

6. Also, notice the biggest and probably the easiest to overlook among the opinions that I take the liberty to share with you is that of an industrial design firm. Make a tablet affordable but not a shelf at a discount. Make it very attractive, that everyone has wanted to have fun and love to possess. Find inspiration from Apple on the subject, and also, why not OLPC. Unlock the best team of designers who are in India.

India is so huge that you have all the chances you meet your market. But do not stop there because the world needs your achievement and your leadership! Your tablet is not an "answer" to the OLPC XO computer's or his "competitor". It belongs to a family dedicated to peace and prosperity through the transformation through education. To conclude, I reiterate my invitation to offer a full and free access to all our technology. I urge you to send a team at MIT and OLPC at the time that suits you, so that we can share our findings with you.

Negroponte
Founder and President
One Laptop per Child Foundation
Cambridge, Massachusetts
USA

[N Traductio by "OLPC France" " Welcome: $ 35 for Education tablet "]

This open letter from Nicholas Negroponte does foreshadow a reconciliation between the proposed shelf announced by the Indian government and the OLPC project? Time will tell. But one can not help in anyway to read the letter on "specifications" that must be a tablet-type XO-3 ":

• A tool for 6-12 years
• A tool for learning to learn,
• A tool to produce content not only to consume,
• A tool with a hard screen, sunlight readable and consume little energy,
• A tool based on a free and open
• A tool with a beautiful and stylish design.

No doubt the OLPC foundation is ambitious!

France joins OLPC OLPC Europe to launch an extensive publicity campaign viral on Facebook called "XO Revolution." The objective of this operation is to bring fans up to the OLPC project through a Facebook application available here .

From September, the application will allow registered fans each week on this page to win the new XO 1.5 or offering it to a deployment of the OLPC project. In addition to inviting friends up to participate, fans can spread the message of the OLPC project and increase their chance of winning.

With the work on the OLPC France realizes OLPC project for 2 years, it is France that has been chosen to launch this operation. This is an opportunity to further disseminate the OLPC project and perhaps encourage new vocations and have additional machines to our current and future deployments.

The revolution is on XO: by simply clicking on Facebook you can participate. Join the movement!

Feel free to disseminate information as widely as possible.

The digital edition is a central topic and a point of convergence for several industries. This observation stems from a body of evidence corroborating the enrichment of the supply of electronic books, the emergence of PC-type digital tablet, the maturation of educational computing projects, especially in developing countries .

The relevance of the questions that are raised by these developments is illustrated in the immediate present, for the following events:

A study day

The third BookCamp , a day of workshops devoted to digital books will be held in Paris, September 25, 2010, at the premises of the canteen .

"The idea of this day is to propose a half-day experiments and thoughts about the book and digital. A series of workshops "hands on" to better share the impact of digital innovation on the supply chain. An opportunity to meet and exchange between librarians, booksellers, publishers, writers, critics and readers with the slogan, "all participants". "

A manual for producing digital books

Written by James Simmons, the manual " Leading with Reading and Sugar '(version PDF provisional) aims to democratize the production and reading electronic books, including the teaching platform of Sugar Sugar Labs , in the context of extension of the educational OLPC, which more than one million children in developing countries now have access.

The digital edition in the South

An RFQ (in French and English ), coordinated by the International Alliance of independent publishers , on a study on digital editing in the "South" has been opened. Project proposals must be submitted to the organizer for August 29, 2010, the selection committee will review its September 20, 2010.

Clearly, the synergies this theme books with digital library projects digital communities Sugar / OLPC around the world, and especially with digital library projects that involve OLPC France (like our partnership with the publisher Madagascar Prédiff, which led to the first book in digital Malagasy youth ) are obvious.

This topic is indeed seen in the context of the upcoming release of the tablet XO 3 , for which he will find content to offer OLPC deployments, particularly in Francophone, Africa, the Caribbean, Space Indian Ocean and elsewhere.

Alert! OLPC educational project is about to fail!

How is this possible? And that is it not paradoxical, as we are constantly at OLPC France, we echo the progress of this project in the educational world, especially in this blog!

The failure, ironically, is when one is on the brink of success, but for various reasons, you imagine that anything is won, or that others will take over and bring about a project!

Now we are engaged in educational projects! This requires action on the duration and the participation of various players in and around schools: village communities, communities of teachers, families, children, communities of developers, etc.. The action of each, even remote and backward and marginal classes in which computers are used in education is paramount.

Moreover, the software development side, the effort does not falter, as shown by recent announcements:

* Announcement: OLPC software strategy

* Announcing the OLPC OS 10.1.1 final release!

At the other "end of the chain is also the same mobilization, for example, in the news recently:

* Rwanda: Teachers Capacity Building Kickoff OLPC implementation in Rwanda

* Uruguay: Ceibal high-school project update

* Argentina, Paraguay: "Con más rápido a procesador más rápido no se aprende"

* Chile: Experiencia piloto Sugar in Macul

* Etc.. (See the press review on the OLPC wiki France)

These are just examples, but they are indicative of the dynamism of actions.

Therefore, the failure threat when they think they have sufficiently advanced. Two examples, among the actions of our small association OLPC France:

The project CLIS Mornant

CLIS Mornant

Nosy Komba

Nosy Komba

and Preparation of debriefing Nosy Komba

Each project needs help, your help! For each of these tests will be transformed into success!

You will find some information on the possibilities of contributing to the " Contribute to OLPC "OLPC France wiki. Cheers!

We now have more details on the technical characteristics of the new XO laptops to be used next fall by 90,000 students in secondary education in Uruguay, as just announced the educational portal CEIBAL Plan ( para secundaria Laptops There UTU "), after previous announcements (see" One Laptop per Child Design updates for older Pupils ").

Among the new features: a real keyboard, which replaces the membrane keyboard of the first generation of XO (XO 1).

Another detail: the color blue!

Moreover, this new computer more powerful and efficient, running GNU / Linux Fedora 11 will carry the updated " XO-HS High School Editon "The new platform developed jointly by the Sugar Sugar Labs, the association Paraguay Educa and the OLPC (see " Deployment Team/Sugar-0.88 ").

The power gain between the XO and the XO 1.5 is certainly not negligible, although important to relativize this setting, especially in an educational project, as outlined in Martin Langhoff, OLPC CTO ( Con a procesador más más rápido no se aprende rápido "[A faster processor does not mean that you learn faster]).

Thus, the two desktop environments Sugar and Gnome will be usable with the possibility for the user to choose one or the other alternately.

Demo video on a previous prototype:

Of course, the Sugar environment can be tested here and now, regardless of the platform, so a standard PC, even if you do not have an XO or XO 1.5, the solution through Sugar On A Stick ! All in French if the language of Molière is your preference!

We just learned that the developers of Sugar Labs , makers of the educational Sugar platform, working on a prototype keyboard:

This prototype should prefigure the virtual keyboard shelf 3 of OLPC XO, which we know will have a touch screen (see " Partnership Marvell / OLPC for the XO-3: decryption ").

An ISO image of the system SOAS ( Sugar on A Stick ) is downloaded to test this feature.

A screencast video shows the prototype, which should allow multiple keyboard layouts, multilingual and multifontes.

The developer, Sayamindu Dasgupta , to whom we owe this prototype promising appreciates any feedback and input (see " Features / Onscreen Keyboard ").

Source: Sugar-Devel List

XO-1 in the Clis of Mornant: an update on testing

The project for a French class is less exotic than that of Nosy Komba, Madagascar ... But it allows, again, a glimpse of the contributions and challenges posed by the use of the XO in a real classroom.

In the classroom, the XO became a fellow student. It is light, handy and strong.
The computers are self-service. Each pair of students organized as he wants. We need to manage the times when both want to use. Especially since there's one down and he must then accommodate other requests for use.

This will make six months that the students use Clis XOs. They control more and more basic functions (managing files in the Journal, use different commands and views of Sugar ...) and Current Activities:
http://clismornant.free.fr/spip.php?article557

With very little guidance from me.

They use it to play and move freely on the Internet (to update the site and search for class information). The internet connection is filtered from the school by the Academy, but in addition, I teach them to be responsible for their complaints (clicks on links pre-defined, or with my approval, after questioning their career exploration and request). I tell them regularly that the XO is a tool that can help them learn better, even with the very playful activities. By cons, we do not forget to do things true (manipulation of objects, games ...): children, especially those in difficulty, need also to confront the material and objects.

The most used software: Navigate, Save (with creative exercises), Physics, Speaking, Writing, Record (photos and videos), FotoToon GCompris, Maze, Implode, Clock (and GCompris Clockgame) TamTamMini ...

Sometimes I make them use the same activity, simultaneously, to show new features.

Some download directly from new activities. By cons, they are not doing a full test and do not persevere in their groping discovery. The teacher can then accompany them to go further (it is also necessary that he understand the operation ...).
They share their new knowledge easily and readily help students hesitant, or settle the current problems.

During holidays or extended weekends, some were able to take home (with a document signed by parents to help take care with the safety instructions). The "tricks" basic troubleshooting were acquired: 1) the four keys to press to adjust the sliding 'madman', 2) the forced reboot, in case of lock: off by pressing the power button until the extinction of lights ..
They were proud to show the XO to their surroundings and become the expert who made demonstrations and teaches others.

But the pleasure of the user is sometimes marred by technical problems:
- Difficulty connecting to the Internet, sharing activities (antagonism with Internet connection and mesh networks).
- Difficult to take photos (Save): in addition to the lack of viewfinder, the delayed onset and static picture does not match what is recorded. So many pictures missed.
- Not correct audio recording with the microphone: a student can not save a text that reads against the XO.
- Records that are not found or could not open again (eg creations Remember). Be wary when reflecting the ancient text: it is missing passages.
- The cursor becomes crazy. Easy to find with the use of the 4 corners of the keyboard keys for recalibration. You can also use a USB mouse without problems.
- When the battery is empty, the XO turns off without warning. We can not save work in progress before the sudden extinction.
- Some missing French translation for some activities, but it's not too embarrassing. Anyway, my students are not even real players and they are doing.
- RAM too tight: it must regularly delete the log entries and save the photos on a USB key. This limits the download of new activities.
- The qwerty keyboard is awkward and accented letters are found, although they should be back working on a PC or a Mac and turn them into real accented letters, recognized by the spelling.
- We had a hardware problems: a XO (on loan from the 6-OLPC France) is awaiting repair because it does not illuminate.

Tasks of the Teacher:
I spend a lot of time trying to solve technical problems. I argue that we must be patient and try again several times maneuver ...
But I can not control everything: I am a "mere" teacher, not a computer.
This is not as simple as in the "pub"!
The members of OLPC France could easily and effectively answer questions, despite the distance. But I miss a meeting with other teachers for discoveries / exchanges to share and use knowledge bases do an unsophisticated: the series of programmable TamtTam and Activities: Turtle art, Pippy, Scratch Etoys ...
And training for troubleshooting: I have dismantled an XO and tried to use a "Serial Adapter", but he was recognized by the type of PC used in school ...

In a deployment in a southern country, or even in our country already well supported, you must use an effective and ongoing technical support for teachers.

In the coming weeks, we will explore some possibilities for programming (Turtle art), to work logic. We'll also try to use the XO reader (pdf, ePub) with existing files or created.

I am always enthusiastic in the classroom use of this tool, despite its present imperfections.

Antoine Michelot

The introduction of ICT (Information Technology and Communication for Education) in teaching is now part of everyday players in this sector, both in Europe and the world. In Latin America, Uruguay took the initiative in 2007 to provide public school students in the country and their teachers with laptops and Internet connections in schools. The measure known as "Plan CEIBAL, initially targeting the primary and has recently been extended to secondary education, as part of a national development policy based on scientific and technological innovation.

The cost of education

It is obvious that education has a cost. Companies must thus be willing to take in solidarity costs of policies and institutions contributing to the development of ICT. To assess these costs, particularly in the case of Plan CEIBAL, we have gross (see " One laptop per child: how much does it cost? "). We learn that the Plan represents CEIBAL cost about 0.3% of GDP, or about 5% of the budget for education in this country.

There is reason to wonder if it worth it to spend such sums. To answer this question, it is necessary to assess the impact of the educational program implemented. This assessment also has a cost and is part of the operations financed by a loan of $ 6 million over 25 years at the InterAmerican Development Bank (see " IDB aprueba préstamo para ampliar el Plan y consolidar Ceibal [IDB approves loan for consolidation and extension of the Plan Ceibal] ). Indeed, one objective of this loan is to "develop strategies and instruments for monitoring and evaluation of educational and social impact of the Plan [CEIBAL], integrating the development of institutional and technical capacity (... ). One result of this evaluation process is presented in the form of a study: " En el camino del Plan CEIBAL ".

A long-term evaluation

Regarding education, the assessment should be conducted is long term. However, partial results are already available.

Thus, Uruguay, various studies have been conducted to measure the impact of the Plan Ceibal, as can be seen in Uruguay: publication of reports on the Plan Ceibal .

On the scale of Latin America, finally, the assessment instruments are implemented, for example, with the Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (LLECE) .

To return to Uruguay, Lidia Barboza Norbit , teacher and researcher in educational sciences at the Instituto de Educación of the University de la Republica (Montevideo), said that the country has integrated with the " Monitor of Educativo Primaria ", a system for evaluating educational indicators at the primary school set up by the ANEP, the Administración Nacional de Educación Pública :

"For example, one of the major positive trends is the decline of four points of repetition in children. In other words, the percentage of repeaters from the 1st to the 6th grade of general education schools has decreased from 10.3% to 6.3% for the period between 2002 and 2009. (Source: list OLPC Uruguay ).

This development calls for a first comment from Lidia Barboza Norbit:

"It is very encouraging to observe what is happening at the repetition of children in schools located in a highly unfavorable, with a repetition rate which dropped to 6% in urban schools and 4% in schools rural. (This rating system is quantitative and descriptive, which prevents explain what are the factors affecting the repetition, which is the result of multiple factors). "

So the prospect is that "this kind of evaluation system achieves a system snapshot at a given date and enables the integration process results in matters of LEARNING scienfiques, languages, mathematics, etc.. "said Lidia Barboza Norbit.

In addition, information can be refined and assorted school by school data mapping. In this way, through the geographic information system (MIS / GIS) in place, we can learn more about the school attended by Lucas (in " The school sustains development "), who had been questioned by Fernando Da Rosa Morena , teacher and researcher in science communication at the University de la Republica (Montevideo), in his note " Mas Alla del CEIBAL aula "

Thus, to the methodology of the evaluation is implemented. It remains to have the necessary perspective.

But there is already enough to compete, if necessary, in another area of excellence, the process of elucidation exemplified by the game "Divisió n Especial of Detectives", designed for the Plan by the company CEIBAL Trojan Chicken .

Indeed, this game has allowed this start-up of Montevideo to be winning the contest of ideas Rayuela , initiated by the organization of the same name from the project CEIBAL: a way to contribute to improving the impact of ICT in schools since Uruguay is for players to mobilize their knowledge and geography, history, mathematics, language and logic.

Luckily, we have to help us meet the challenges of tomorrow a whole generation of young people (" Gurises "in Spanish Uruguayan) who are already in a good school!

  Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación
 -LLECE- 

It was nice to ride roughshod sports competitions between nations against nations, in what has become a real economic sector, increasingly subject to the laws of business, he does! Let us therefore pretext of this topic for an educational diversion in good and due form: a way for the teacher to say "football, nobody cares but let us make it a topic for class. For it is well known, the opportunity makes the thief. The opportunity is therefore the match Uruguay-France (on 11.06.2010) at the FIFA World Cup 2010 in South Africa. As to the thief, you'll see that we are very good company!

Accomplices at the end of the world

In terms of educational diversion, the Uruguay is strong. Proof? Consider, for example what is done in the educational area of the very official map Ceibal .

* This organization is dedicated to "animate" the 380,000 users of XO laptops in primary schools in the country (which will be added over the coming months 100,000 users in the secondary ), sends a corresponding Ceibal Africa South and - the icing on the cake - it is even speak French ("¿What do you want?").

* He is organizing a pretext for an audit of knowledge about football.

* It shows the mascot Zakumi .

* It presents a set of activities articulated thematically around the World, designed by a team of teachers "Dinamizador Ceibal" Department of Durazno.

* Il annonce le lecteur de médias JAMedia , dont il a été question dans un billet précédent ( JAMedia : encore un point pour l'Uruguay ! ) et qui a défrayé la chronique en suscitant en l'espace de quelques jours l'enthousiasme de nombreux utilisateurs, électrisés par la perspective de suivre le Mondial sur le XO, ce qui a donné l'occasion à Flavio Danesse, son développeur, d'être sollicité pour des entrevues par plusieurs radios et chaînes de TV.

* Il organise un voyage virtuel en Afrique du Sud .

* He announced a game called " Mundial Conozco ", which is one of many activities developed by the team CeibalJAM .

L'Uruguay : premier en quoi ?

A l'heure où nous écrivons ces lignes, nous ignorons quelle équipe l'emportera ! Toutefois, n'est-il pas utile de mieux connaître son vis-à-vis avant une rencontre, qu'elle soit sportive, humaine, ou culturelle ? Alors que pouvons nous apprendre ?

Premier dans les « Sciences for Kids »

Nous apprenons sur le site « Information is Beautiful « que l'Uruguay occupe la première place des pays dans le domaine de la science pour les enfants (document « International Number Ones « ). Voilà qui est sympathique. France is ranked first for its part in sugar beet (Sugar beet), according to the United Nations Food and Agriculture Organization (FAO) . Another category, but nice anyway: thus, not jealous!

Jolie infographie, mais les données sont-elles exactes ? Sont-elles seulement actuelles ? What are the sources for that matter?

Nous apprenons dans ce document dans quel domaine chacun des pays listés peut se prévaloir d'une première place. Thus, Uruguay appears first in number of victories in World Cup per capita over the period 1930-2006. Bizarre. Ce décalage semble indiquer tout simplement que les données servant de base à ce classement ont été actualisées et que différentes sources d'information sont utilisées. Nothing extraordinary but it is always good to specify its sources, as we have just shown. Question de méthode.

Des données de base pour la classe

A notre tour de faire oeuvre de détournement pédagogique : les données d'où est tiré le classement proviennent du site NationMaster , qui exploite, en les retravaillant et en les présentant graphiquement, les données brutes tirées du « CIA World Factbook « , par exemple en fournissant des classements des pays dans différentes catégories. L'intérêt pédagogique saute aux yeux pour l'enseignement des sciences sociales (histoire, économie, géographie). Bingo, d'ailleurs, car nous confirmons ici que l'Uruguay est le numéro un mondial dans la part du temps consacré aux disciplines scientifiques dans l'enseignement primaire : une confirmation de la présentation donnée sur « Information is Beautiful ». However, the data back to 1999. Ce n'est pas très récent ! Nous pouvons déjà approfondir notre compréhension, par exemple dans le secteur de l'éducation (d'après NationMaster ) :

Ne nous avouons pas vaincus pour autant ! If you want to get - for the class - more recent data, we can turn to official sources, such as the World Bank . Par exemple, pour l' Uruguay , qui nous intéresse ici. Furthermore, these data are available in French, English, Arabic and Spanish. Bingo pour les cours de langues !

Voilà un début pour mieux connaître notre vis-à-vis. Alors de grâce, ne dites plus, à la manière de Staline interrogeant Churchill, à propos du Vatican : « L'Uruguay : combien de divisions ? » ! Mais apprenons à nous connaître mieux, en lettres ou en chiffres ! This is a first step towards understanding and friendship.

La cérémonie de remise des XOs aux enfants est toujours un moment émouvant. C'est l'aboutissement de plusieurs semaines de travail pour l'équipe sur place et pour les membres d'OLPC France. L'équipe nous décrit aujourd'hui ce grand moment et sa préparation.

J-5

Lundi après midi nous avons terminé l'enregistrement des données des XOs à partir du School Server. This part has been the source of many technical difficulties for us because it seems difficult to control when the backup is triggered from the machine. Par ailleurs nous ne parvenons pas à visualiser le contenu des sauvegardes.

Au final, une quarantaine de machines sont sauvegardés, nous avons donc un échantillon d'activités des enfants qui nous permet d'analyser le travail effectué pendant un an.

J-3

Wednesday morning we flashed all the XOs that we made this year, they are now fully installed and ready to be given to children. Quant aux XOs de 2009 que les enfants nous avaient remis, nous leur avons ajouté du contenu (activités et livres électroniques) que nous avions présélectionné lors de nos réunions à Paris.

We also made several large posters for each classroom so that children do not forget the main elements that are not yet integrated all. We are indeed aware that many children had difficulties because they forgot some basic operations. Les affiches rappellent ainsi qu'il est important d'arrêter une activité avant d'en ouvrir une autre ou encore expliquent comment résoudre les problèmes de souris…

L'après midi nous avons effectué une seconde formation individualisée avec les professeurs. Chaque professeur a travaillé sur les activités qui sont adaptées à sa classe et à son rythme avec un membre de l'équipe.

Avec joie nous avons remarqué que les professeurs travaillaient chez eux, ils nous ont posé des questions en dehors des heures de formation et sont enthousiastes à l'idée de travailler avec les XOs.

XOs disparus

L'inventaire effectué à notre arrivée nous avez fait constater que plusieurs XOs étaient manquants, nous devons réagir.

Les enfants dont le XO a disparu sont donc convoqués individuellement devant les enseignants, l'équipe et Stéfano qui sont réunis pour l'occasion. Chaque enfant est interrogé individuellement pour savoir comment son XO a pu disparaître. Deux XOs sont retrouvés très rapidement. Mais au fur et à mesure des réponses des enfants, nous nous rendons compte que de nombreux XOs ont été échangés entre les enfants. En effet même si la couleur du personnage affiché sur le XO change, plusieurs ont la même couleur. Il ya ainsi eu des inversions lors des séances de chargements. Pire: lorsque les premiers XOs ont disparu, certains enfants ont pris le XO d'un autre enfant pour le remplacer.

Finally, it seems that two children are actually returned to the mountain carrying their XO. Pas possible de les récupérer dans l'immédiat.

J-1

La réunion d'hier nous fait réfléchir et nous laisse un goût amer, nous donc préparons encore plus précisément la cérémonie remise des ordinateurs.

Avec les professeurs nous établissons une liste complète des enfants qui possèdent déjà un ordinateur et de ceux qui n'en n'ont pas. Nous attribuons un XO à chaque enfant en relevant le numéro de série de chaque ordinateur et le numéro de carton. Tout est donc répertorié et enregistré dans une feuille de calcul pour le grand jour.

Mieux, pour éviter les échanges et les pertes, nous décidons d'inscrire au marqueur indélébile le nom et la classe de chaque enfant.

Enfin nous convenons avec les enseignants qu'ils surveillent à chaque séance que les enfants utilisent bien leur propre machine. Nous convenons également qu'un inventaire soit réalisé chaque mois dans chaque classe.

Jour J

After waking up very early, we have introduced the ceremony XOs to children. Nous avons acheminé tous les XOs de notre QG à l'école, classés par classe et par numéro.

La cérémonie a lieu vendredi matin, exceptionnellement à la place de l'école. Chaque professeur a un rôle précis de façon à ce que tout se déroule sans problème.

Stefano a fait un discours sur les XOs avec un petit bilan de l'année précédente et des consignes pour l'année future. Il revient sur la disparition de certains XOs et indique clairement qu'il s'agit de malhonnêteté et que le vol n'est pas admissible pour l'ambiance du village surtout lorsqu'il concerne les enfants et l'éducation.

After the speeches the ceremony starts, the children are called one, class by class.

Tous les parents sont présents et doivent accompagner leur enfant lorsqu'il récupère son ordinateur. Ils signent également une charge de responsabilité.

L'ensemble est répertorié dans une feuille de calcul d'inventaire : 137 ordinateurs sont déployés en tout.

A la fin de la cérémonie, nous lançons un Grand Concours qui durera une semaine afin de mobiliser les enfants. Chaque classe doit réaliser une activité avec le XO. Pour les CP1, CP2 : faire l'activité Mémoriser le plus rapidement ; pour les CE : réaliser le plus beau dessin, pour les CM1, CM2: écrire une présentation d'eux-mêmes, une poésie ou une histoire avec le plus possible de couleurs et changements de formats. Les deux meilleurs élèves de chaque classe seront récompensés par des lots.

Enfin à la fin de la matinée, nous organisons les traditionnelles photos de groupe.

Ce fut une journée très réussie rythmée par les chants et les rires des enfants.