eng Science and Education Publishing American Journal of Educational Research 2327-6150 2015-11-24 3 11 1402 1410 10.12691/education-3-11-9 EDUCATION20153119 article Stephen Mecca smecca@providence.edu 1 Megan Skrypek 2 Elizabeth Degaray 3 Brittany Mandeville 3 Nicole Boyd 3 Michelle Feely 3 Jack Ricci 3 Delina Auciello 3 Kerry McIntyr 3 Department of Engineering-Physics-Systems, Providence College, Providence, RI, USA Department of Computer Engineering, Columbia University, New York, NY, USA S-Lab, Department of Engineering-Physics-Systems, Department, Providence College, Providence, RI, USA The S-Lab's Lab-in-a-Box features a computer lab hosting a rich set of educational resources (the GSAP Portal) for internet- and electricity deprived- schools. The first version of the portal prototyped in Ghana includes the Rachel initiative on a 32 GB file set. The portal has been expanded to a 64 GB drive hosted on a Raspberry Pi server, on a local dedicated file server or directly on a PC or Laptop and its elements have been mapped to the Ghana school curriculum. The original powering option which consisted of solar collector and lead-acid battery was re-designed to eliminate the 12v-to-5v conversion making use of LiPo battery packs with significant improvements in energy, costs, weight and size. The system was also extended to bring science activities to the schools using available (Android) tablet sensors and instrument- analysis- reference- simulation- APPs plus a few inexpensive instruments and components. Eighty-two schools, the most recent of the 158 recipient schools, were reviewed; seventy-two of these had connection to the grid and 4 of the remaining 10 were provided with the solar powered Lab-in-a-Box . Several challenges were encountered ranging from equipment theft (1 school) and interveners replacing the computer OS resulting in erasure of the drive (several schools) to staff turnover. The latter is the biggest challenge as staff trained on the systems are replaced every two years at most schools; several schools failed to train replacements. Dramatic results were realized in one district, Birim North, which moved from the lowest performing school in the region and 117th in the country prior to the intervention to 1st in the region and 17th in the country over two years following the intervention. The results demonstrate the need for commitments of the district as well as the individual schools. http://pubs.sciepub.com/education/3/11/9/education-3-11-9.pdf rural education low power it lab low power science lab