One Laptop per Child: a case study of digital inclusion in rural Chile

Abstract

Rural areas present challenges to educational programmes like One Laptop per Child, including poor internet signal quality, inadequate teacher training and limited digital skills. This study examines computer access and usage among rural school children (grades 5–8) in three Chilean villages. Through a face-to-face survey with students (N = 219) and in-depth interviews with 12 students and parents (N = 24), results reveal that while the programme successfully provides laptops to students, more is needed to enhance digital skills and educational engagement significantly. Despite increased internet confidence, students often rely on older individuals for technological assistance, indicating limited self-reliance. Moreover, laptops are underutilised in schools and usually serve as communication and entertainment devices rather than personal, educational tools. These findings highlight the importance of integrating targeted digital training with technology distribution and suggest that digital inclusion in rural communities requires a nuanced, context-sensitive approach that considers the specific needs of students, families and educators.