<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-718X</journal-id>
<journal-title><![CDATA[El trimestre económico]]></journal-title>
<abbrev-journal-title><![CDATA[El trimestre econ]]></abbrev-journal-title>
<issn>2448-718X</issn>
<publisher>
<publisher-name><![CDATA[Fondo de Cultura Económica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-718X2017000200383</article-id>
<article-id pub-id-type="doi">10.20430/ete.v84i334.305</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El impacto en el aprendizaje del programa Una Laptop por Niño. La evidencia de Uruguay]]></article-title>
<article-title xml:lang="en"><![CDATA[The Impact on Learning of a One Laptop per Child Program. Evidence from Uruguay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Gioia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Alina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Alfonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,CIDE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>84</volume>
<numero>334</numero>
<fpage>383</fpage>
<lpage>409</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-718X2017000200383&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-718X2017000200383&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-718X2017000200383&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Antecedentes:  En los últimos años muchos países han realizado inversiones sustanciales en los programas Una Laptop por Niño (OLPC, por sus siglas en inglés), en tanto que otros están por implementar este tipo de intervenciones. Este artículo contribuye al estudio del efecto que tienen los programas OLPC en el desempeño de los estudiantes en lectura y matemáticas y, para ello, utiliza un diseño cuasi experimental basado en datos de Uruguay, el primer país en implementar un programa OLPC a escala nacional: el Plan CEIBAL.  Métodos:  Empleamos una estrategia de diferencias en diferencias (DiD) para estimar el impacto del Plan CEIBAL en el desempeño educativo. El análisis explota especialmente el hecho de que el despliegue del programa se basó en criterios geográficos y no en el rendimiento escolar de los estudiantes. Se cuenta con la fecha exacta en que se le entregó la laptop a cada estudiante de la muestra. Ello nos permite hacer una medición continua y sin margen de error del tratamiento con base en el número de días en que cada estudiante ha estado expuesto al Plan CEIBAL al llegar la fecha de seguimiento (normalizado a años). Se controla por las diferencias sistemáticas que se dan potencialmente a lo largo del tiempo respecto a un mejor aprovechamiento escolar entre las escuelas en la capital, Montevideo, y el resto de Uruguay.  Resultados:  Nuestros resultados sugieren que el programa no tuvo impacto en las calificaciones en lectura y matemáticas. Tampoco encontramos efectos heterogéneos entre alumnos cuyas madres poseen distintos niveles de educación. Al analizar la evidencia descriptiva sobre la frecuencia de uso de la laptop en clase, observamos que su uso diario no está generalizado en todas las escuelas públicas. Además, su principal uso en clase consiste en la búsqueda de información en internet y no en la capacitación mediante ejercicios o prácticas de repetición. Una característica particularmente importante del programa es que la capacitación a los docentes ha sido opcional hasta el momento.  Conclusiones:  Nuestros resultados sugieren que, en los primeros dos años de su implementación, el Plan CEIBAL no tuvo efecto en los puntajes de matemáticas y lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background:  In recent years many countries have made substantial investments in One Laptop per Child (OLPC) programs, while others are about to start implementing this type of interventions. This paper contributes to the study of the effect of OLPC programs on students reading and math scores using a quasiexperimental design and data from Uruguay, the first country to implement an OLPC program at a national scale: Plan CEIBAL.  Methods:  We use a difference-in-difference strategy (DiD) to estimate the impact of Plan CEIBAL on educational achievement. The analysis exploits the fact that the rollover of the program was based on geographic criteria and not on students&#8217; school performance. The exact date at which each student received the laptop is available. This gives us the ability to calculate with no error a continuous measure of treatment as the number of days that each student has been exposed to the program by the time of the follow-up date (normalized to years). We control for potential systematic differences in school improvement over time between schools in Montevideo (the capital of Uruguay) and the rest of Uruguay.  Results:  Our findings suggest that the program did not have an impact on reading and math scores. We also do not find heterogeneous effects across children with different mother&#8217;s education. When analyzing descriptive data on the frequency of laptop use during class, we observe that everyday use of laptops in class is not widespread across all public schools. Besides, laptops&#8217; main use in class is to search for information in the internet rather than for training using drills and exercises. A particularly important feature of the program is that teacher training has been, up to now, optional.  Conclusions:  Our results suggest that in the first two years of its implementation Plan CEIBAL had no effects on math or reading scores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[evaluación del impacto]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[impact evaluation]]></kwd>
</kwd-group>
</article-meta>
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