One interesting aspect of the OLPC project is what it didn't attempt to do: to apply the theory of its design to first world countries that also have broad public education problems (I'm thinking specifically of the U.S.) I chalk it up to the idea that the revolution in education that the constructionists of the 60s and 70s thought would happen simultaneously along with the adoption of computing never came to pass. I can't stress enough how this vision of computing was supposed to go hand in hand with a more general transformation of education, rather than computing being its cause. I'm not sure, then, how that fit at all with the idea of pushing the technology (and none of the social or pedagogical changes) onto the third world.