Providing devices to students with pre-recorded lessons has not always been successful. It is not enough to just deliver inputs without contextualizing them and providing support. Preloaded content needs to be integrated into teaching and contextualized to be effective.
Take the example of the One Laptop Per Child project. In the early 2000s, there was much optimism that this project and other free device initiatives would help educate children in low- and middle-income countries. The model provided low-cost, low-maintenance laptops with low connectivity requirements and loaded with open-source learning materials which had been developed for free. The laptops aimed to promote learning by doing, encouraging students to share their experiences and learn together.
Several studies featured in the 2023 GEM Report on technology in education, however, have documented the failure – in particular for girls – of the One Laptop Per Child and related models focused on hardware to improve learning outcomes. Reasons for failure include overambitious costing plans, unsustainability in local contexts and inadequate integration into pedagogical processes.

Peru, for example, had the largest One Laptop Per Child programme globally, with over 900,000 laptops distributed to rural, disadvantaged students. An evaluation of data collected after 15 months of implementation in 318 rural primary schools showed that the programme had no positive impact on mathematics and language test scores, although there was some inconclusive evidence on positive effects on general cognitive skills. Implementation challenges and a lack of integration into existing pedagogical practices prevented learning gains.
While the programme’s aim was for laptops to be used at home and at school, only about 40% of students were taking the laptops home. While the laptops were preloaded with age-appropriate e-books, a lack of internet access and interfaces meant that it was difficult for children to install other games or applications. Teachers were trained to use the laptops and the software but less so to implement the programme in classroom work. In practice, laptops were being used to copy texts from the blackboard. Students also learned how to do creative activities, but there was little pedagogical work.
The programme was also implemented in some countries in Southeast Asia as covered by our regional report, including in the Philippines, Singapore and Thailand. The project provided low-cost, low-maintenance laptops with low connectivity requirements and loaded with free open source learning materials. The laptops aimed to promote learning by doing, encouraging students to share their experiences and learn together. In the Philippines, OLPC was piloted in 2010 when digital devices were distributed to primary school students. However, the programme outcomes varied by context, depending on the availability of teacher support and training and the contextualization of learning resources.
Thailand’s One Tablet Per Child project was one of the largest globally after Peru, with 800,000 devices distributed to primary schools. Launched in 2012, the project led to the development and distribution of about 300 preloaded multimedia learning resources, including e-books, videos, and interactive content for mathematics, science, Thai, social studies and English. Despite the significant investment, the project faced challenges related to developing contextualized content, ensuring hardware usability, providing teacher training to enable pedagogical integration, and assessing learning impact. Teachers were not able to integrate the tablets into classroom practice and students used them to play games. The project was eventually phased out, although its revival was recently announced.
As part of the National Digital Literacy Programme, all secondary school students in Singapore are provided with digital devices. Here, however, the programme has been supported by technical assistance and guidance to school administrators, teachers and parents. Personal learning devices are used with the national e-learning platform, the Singapore Student Learning Space, and specific education technology applications to personalize learning. In 2020, 9 in 10 students reported having access to personal learning devices. In 2021, the Ministry of Education decided to ensure the provision of subsidized and free device ownership to all secondary school students, a decision accelerated by the COVID-19 pandemic.
In conclusion, while equipping students with devices can be a valuable educational tool, it’s clear that hardware alone is not a silver bullet. It is yet another reminder of the importance of the message in the 2023 GEM Report: put learning outputs before digital inputs. Successful technology integration requires careful consideration of context, well-designed content, and most importantly, robust teacher training and support. By prioritizing these elements, we can unlock the true potential of technology to empower educators and transform learning experiences for all students.