However, another factor has recently been acknowledged: a lack of a direct relation to the pedagogy needed in the local context to be truly effective. Uruguay reports that only 21.5% of teachers use the laptop in the classroom on a daily basis, and 25% report using it less than once a week. In Alabama, 80.3% of students say they never or seldom use the computer for class work, and Peru, teachers report that in the first few months, 68.9% use the laptop three times per week, but after two months, only 40% report such usage. Those of a low socio-economic level tend to not be able to effectively use the laptop for educational purposes on their own, but with scaffolding and mentoring from teachers, the machine can become more useful. According to one of the returning OLPC executives, Walter Bender, the approach needs to be more holistic, combining technology with a prolonged community effort, teacher training and local educational efforts and insights.