CaseStudy
Digital school-in-a-box solution for remote communities
Digital school-in-a-box solution for remote communities
CaseStudy
Digital school-in-a-box solution
for remote communities
Digital school-in-a-box solution
for remote communities
Partner
Tiwala Kids & Communities (Tiwala) – a non-profit NGO and
Social Welfare Agency, working among underprivileged
children and families in the Bicol Region, Philippines.
The Problem
Public schools in rural provinces don’t have enough
resources to provide students with access to digital content,
which limits children’s learning and technological
competencies that are necessary in the digital age.
Tiwala Kids & Communities (Tiwala) – a non-profit NGO and
Social Welfare Agency, working among underprivileged
children and families in the Bicol Region, Philippines.
The Problem
Public schools in rural provinces don’t have enough
resources to provide students with access to digital content,
which limits children’s learning and technological
competencies that are necessary in the digital age.
Partner
Tiwala Kids & Communities (Tiwala)
a non-profit NGO and Social Welfare Agency,
working among underprivileged children and
families in the Bicol Region, Philippines.
The Problem
Public schools in rural provinces don’t have
enough resources to provide students with
access to digital content, which limits children’s
learning and technological competencies that
are necessary in the digital age.
Tiwala Kids & Communities (Tiwala)
a non-profit NGO and Social Welfare Agency,
working among underprivileged children and
families in the Bicol Region, Philippines.
The Problem
Public schools in rural provinces don’t have
enough resources to provide students with
access to digital content, which limits children’s
learning and technological competencies that
are necessary in the digital age.
Project Summary
The Patatas visited Tiwala to introduce
e-learning resources into Puro Elementary
School in Legazpi City. In that process,
we came to understand Tiwala’s unique
challenges and needs, such as unstable
internet connectivity and high data costs.
Through ongoing conversations with the
goal to address such issues, we co-created
CaseStudy, a digital school-in-a-box solution
that does not require internet or power.
The Patatas visited Tiwala to introduce
e-learning resources into Puro Elementary
School in Legazpi City. In that process,
we came to understand Tiwala’s unique
challenges and needs, such as unstable
internet connectivity and high data costs.
Through ongoing conversations with the
goal to address such issues, we co-created
CaseStudy, a digital school-in-a-box solution
that does not require internet or power.
Project Summary
The Patatas visited Tiwala to introduce
e-learning resources into Puro Elementary
School in Legazpi City. In that process,
we came to understand Tiwala’s unique
challenges and needs, such as unstable
internet connectivity and high data costs.
Through ongoing conversations with the goal to
address such issues, we co-created CaseStudy,
a digital school-in-a-box solution that does not
require internet or power.
The Patatas visited Tiwala to introduce
e-learning resources into Puro Elementary
School in Legazpi City. In that process,
we came to understand Tiwala’s unique
challenges and needs, such as unstable
internet connectivity and high data costs.
Through ongoing conversations with the goal to
address such issues, we co-created CaseStudy,
a digital school-in-a-box solution that does not
require internet or power.
Target Beneficiaries
Low income families who cannot afford to buy
tablets or computers for their children and do
not have internet access at home.
Low income families who cannot afford to buy
tablets or computers for their children and do
not have internet access at home.
Target Beneficiaries
Low income families who cannot afford to
buy tablets or computers for their children
and do not have internet access at home.
Low income families who cannot afford to
buy tablets or computers for their children
and do not have internet access at home.
Impact
Introduction of technology acted as an incentive for
students to attend school when education was not a
priority to some families.
Teachers reported improvement in overall literacy
and comprehension as well as self-confidence of students.
Parents who were initially averse to sending their children
to the program began to request for their children to attend
the program as they progressed.
Students who dropped out of school, but were enrolled by
the teachers into the program showed incredible
improvements, by being in the top 3 in the class
by the end of the year.
Introduction of technology acted as an incentive for
students to attend school when education was not a
priority to some families.
Teachers reported improvement in overall literacy
and comprehension as well as self-confidence of students.
Parents who were initially averse to sending their children
to the program began to request for their children to attend
the program as they progressed.
Students who dropped out of school, but were enrolled by
the teachers into the program showed incredible
improvements, by being in the top 3 in the class
by the end of the year.
Impact
Introduction of technology acted as an incentive for
students to attend school when education was not a
priority to some families.
Teachers reported improvement in overall literacy
and comprehension as well as self-confidence of students.
Parents who were initially averse to sending their children
to the program began to request for their children to attend
the program as they progressed.
Students who dropped out of school, but were enrolled by
the teachers into the program showed incredible
improvements, by being in the top 3 in the class
by the end of the year.
Introduction of technology acted as an incentive for
students to attend school when education was not a
priority to some families.
Teachers reported improvement in overall literacy
and comprehension as well as self-confidence of students.
Parents who were initially averse to sending their children
to the program began to request for their children to attend
the program as they progressed.
Students who dropped out of school, but were enrolled by
the teachers into the program showed incredible
improvements, by being in the top 3 in the class
by the end of the year.
Impact
Introduction of technology acted as
an incentive for students to attend
school when education was not a
priority to some families.
Teachers reported improvement in
overall literacy and comprehension as
well as self-confidence of students.
Parents who were initially averse to
sending their children to the program
began to request for their children to
attend the program as they
progressed.
Students who dropped out of school,
but were enrolled by the teachers into
the program showed incredible
improvements, by being in the top 3
in the class by the end of the year.
Introduction of technology acted as
an incentive for students to attend
school when education was not a
priority to some families.
Teachers reported improvement in
overall literacy and comprehension as
well as self-confidence of students.
Parents who were initially averse to
sending their children to the program
began to request for their children to
attend the program as they
progressed.
Students who dropped out of school,
but were enrolled by the teachers into
the program showed incredible
improvements, by being in the top 3
in the class by the end of the year.
