El agujero en la pared (sugata mitra)
Summary
TLDREl script explora la calidad de la educación primaria en contextos de aislamiento, ya sea en áreas geográficamente remotas o en áreas urbanas marginales. Se destaca que la falta de buenos maestros y la falta de motivación entre ellos están fuertemente correlacionadas con los resultados educativos. Se cuestiona el papel de la tecnología educativa, argumentando que su impacto sería más significativo en entornos con menor rendimiento educativo. Se propone que la tecnología debería llegar primero a las áreas menos privilegiadas y se discute la percepción de los maestros sobre la tecnología como una herramienta complementaria, no reemplazante. Se relata el experimento del 'agujero en la pared' en el que se demuestra que los niños pueden autoenseñarse a utilizar una computadora y el internet en grupos, sin intervención adulta, lo que sugiere la posibilidad de un sistema educativo autoorganizado. Finalmente, se aborda la adquisición de valores y se plantea la idea de que la tecnología educativa debe ser digital, automática, tolerante a fallos, mínimamente invasiva, conectada y autoorganizada, para abordar la educación en contextos de lejanía, valores y violencia.
Takeaways
- 🏫 **La calidad de la educación se ve afectada por la remanecia**: A medida que nos alejamos de los centros urbanos, la calidad de la educación disminuye.
- 🌐 **La tecnología educativa debe llegar primero a las áreas remotas**: La introducción de tecnologías educativas en las escuelas remotas podría tener un impacto mucho mayor en comparación con su implementación en escuelas urbanas con recursos ya establecidos.
- 👩🏫 **La motivación del maestro es crucial**: Un maestro que desea cambiar de escuela puede afectar negativamente el rendimiento académico de los estudiantes.
- 👥 **El aprendizaje en grupo puede ser autoorganizado**: Los niños en grupos pueden enseñarse a sí mismos a usar una computadora y el Internet sin la intervención de un adulto.
- 👶 **Los niños pueden autoenseñarse inglés**: A pesar de no haber aprendido inglés en el aula, los niños en un entorno conectado pueden aprender lo suficiente para usar la tecnología y comunicarse en inglés.
- 🌟 **El aprendizaje es un sistema autoorganizado**: Los niños de 6 a 13 años pueden autoenseñarse en un entorno conectado, independientemente de factores socioeconómicos o de inteligencia.
- 💡 **La tecnología educativa no está destinada a reemplazar a los maestros**: La tecnología debe ser una herramienta que complemente el papel del maestro y no una sustitución.
- 🌱 **Los valores pueden ser moldeados por la tecnología**: A través de la tecnología, se pueden explorar y debatir conceptos de valores, ayudando a los niños a formar opiniones.
- 📈 **Los resultados de aprendizaje son similares a los de una escuela tradicional**: A pesar del aprendizaje autoorganizado, los niños logran una curva de aprendizaje similar a la de un entorno escolarizado.
- 🌳 **El aprendizaje se ve afectado por el entorno**: Desde las montañas del Himalaya hasta los desiertos cercanos a la frontera con Pakistán, el entorno influye en cómo se implementa y se mantiene la tecnología educativa.
- 🔧 **Es necesario desarrollar tecnología educativa específica para la educación**: En lugar de adoptar tecnologías existentes, se debe crear herramientas que se adapten a las necesidades particulares del ámbito educativo.
Q & A
¿Qué impacto tiene la remitencia en la calidad de la educación?
-La remitencia afecta negativamente la calidad de la educación, ya que a medida que nos alejamos de centros urbanos, las áreas remotas tienden a tener escuelas con maestros de menor calidad y con menos infraestructura y recursos para mantenerla.
¿Por qué los maestros en áreas remotas podrían tener menor motivación?
-Los maestros en áreas remotas pueden tener menor motivación porque la mayoría de ellos expresaron un deseo de mudarse a áreas urbanas metropolitanas, lo que sugiere que suelen sentirse menos satisfechos y comprometidos con su entorno de trabajo en comparación con maestros en áreas urbanas.
¿Cómo se correlaciona la tecnología educativa con el rendimiento escolar?
-La tecnología educativa tiende a tener un impacto más significativo en las escuelas con rendimientos más bajos, ya que puede aumentar su desempeño en una proporción más grande que en escuelas con mejores resultados iniciales.
¿Cuál es la percepción de los maestros acerca de la tecnología educativa?
-Los maestros a menudo ven la tecnología educativa con escepticismo, creyendo que no puede reemplazar su papel en el aula. Sin embargo, según Sir Arthur C. Clarke, un maestro que pueda ser reemplazado por una máquina debería serlo.
¿Por qué la educación alternativa es necesaria en ciertos contextos?
-La educación alternativa es necesaria en áreas donde las escuelas no existen o son insuficientes, o donde no hay maestros disponibles o no son lo suficientemente buenos. Proporciona una opción educativa donde el sistema tradicional no alcanza o no es efectivo.
¿Cómo describirían el proceso de auto-enseñanza de los niños en el experimento del 'agujero en la pared'?
-En el experimento, los niños en grupos auto-instruían y se enseñaban mutuamente a utilizar una computadora y el Internet, demostrando que el aprendizaje puede ser un proceso de auto-organización sin la intervención directa de un adulto o maestro.
¿Cómo afecta el idioma al aprendizaje autodirigido de los niños en el experimento del 'agujero en la pared'?
-El idioma no parecía ser una barrera para el aprendizaje autodirigido. Incluso en áreas donde el inglés no era un segundo idioma, los niños aprendieron inglés básico para interactuar con la tecnología y los juegos.
¿Qué tan rápido pueden los niños llegar a ser competentes con una computadora con el método del 'agujero en la pared'?
-Los niños pueden llegar a ser competentes con una computadora y realizar tareas básicas como navegación, dibujo, chat y juegos en aproximadamente seis meses, utilizando un único ordenador en un entorno grupal.
¿Cómo se relaciona el aprendizaje en grupo con el rendimiento individual en el experimento?
-El aprendizaje en grupo parece ser muy efectivo, ya que los niños aprenden tanto observando como haciendo. Incluso los niños más jóvenes a menudo terminan enseñando a los más mayores, y los niños que operan el ordenador son asistidos por otros que les dan consejos.
¿Qué conclusiones se pueden sacar del experimento del 'agujero en la pared' en cuanto a la educación primaria?
-El experimento sugiere que la educación primaria puede ser un sistema auto-organizado donde los niños pueden alcanzar objetivos educativos sin la necesidad de una intervención directa o la imposición de un currículo tradicional.
¿Cuáles son las características clave que debería tener la tecnología educativa según el discurso?
-La tecnología educativa debería ser digital, automática, tolerante a fallos, mínimamente invasiva, conectada y auto-organizada, y diseñada específicamente para la educación, en lugar de ser un préstamo de otras disciplinas.
Outlines
🏫 La calidad de la educación y la remitividad
El primer puzle planteado es la relación entre la remitividad y la calidad de la educación. Se aborda la falta de buenos profesores y la falta de infraestructura en áreas remotas. Un estudio de campo en el norte de la India mostró una correlación entre la remitividad y los resultados escolares, pero no con factores como la infraestructura o los niveles de pobreza. La motivación y la migración de los maestros parecían tener una correlación más fuerte con los resultados escolares.
💻 Sobrevaloración y rendimiento de la tecnología educativa
Se cuestiona si la tecnología educativa está sobrevalorada y subrendida, y si su implementación en escuelas urbanas mejora solo marginalmente los resultados. Se sugiere que la tecnología debería introducirse primero en áreas menos privilegiadas, donde podría tener un impacto más significativo en la educación. Además, se discute la percepción de los maestros sobre la tecnología y cómo podrían ser reemplazados por máquinas, citando a Sir Arthur C. Clarke.
🧒 Auto-organización y educación alternativa para niños
Se describe un experimento llamado 'hole-in-the-wall' en el que se coloca una computadora en un muro para que los niños de un barrio pobre puedan interactuar con ella. Se observó que los niños aprendían a usar la computadora y el internet de manera autodidacta y en grupos. El experimento se replicó en diferentes entornos de India, mostrando que los niños de 6 a 13 años pueden enseñarse a sí mismos a usar la tecnología, independientemente de factores socioeconómicos o culturales.
👥 El poder del grupo en el aprendizaje autodirigido
Se destaca la importancia del aprendizaje en grupo, donde los niños aprenden tanto observando como haciendo. Se realizó un seguimiento de los niños y se midió su progreso utilizando técnicas estadísticas, obteniendo una curva de aprendizaje similar a la de una escuela tradicional. Se concluye que la educación primaria puede ser autoorganizada y no necesariamente impuesta de forma top-down.
🌐 La tecnología educativa y la auto-organización como objetivos
Se aboga por una tecnología educativa específica para la educación, diseñada para abordar la remitividad, los valores y la violencia. Se sugiere que esta tecnología debería ser digital, automática, tolerante a fallos, mínimamente invasiva, conectada y autoorganizada. Se plantea la idea de que la educación debería tener sus propias especificaciones tecnológicas en lugar de adaptar herramientas diseñadas para otros propósitos.
Mindmap
Keywords
💡Educación primaria
💡Remanecia
💡Tecnología educativa
💡Auto-organización
💡Valores
💡Migración docente
💡Infraestructura educativa
💡Aprendizaje autónomo
💡Experimentos de pared
💡Curvas de aprendizaje
💡Especificaciones de tecnología educativa
Highlights
The impact of remoteness on the quality of education, with schools in remote areas facing challenges in teacher retention and infrastructure.
An empirical study conducted by driving 300 kilometers from New Delhi, administering standard tests in schools, and analyzing the results.
Findings showed that the remoter the school, the worse its performance, uncorrelated with infrastructure or poverty levels.
High percentage of teachers in remote areas expressed a desire to move to urban areas, impacting their motivation and teaching effectiveness.
The potential of educational technology (ET) to make a more significant impact in underprivileged areas compared to well-off schools.
Current bias in implementing ET, where it's often piloted in the best schools, leading to underwhelming results due to high baseline performance.
The suggestion that ET should be introduced into remote areas first to maximize its impact.
Teachers' resistance to technology, fearing it could replace their roles.
A quote from Arthur C. Clarke suggesting that any teaching that can be replaced by a machine should be.
The concept of alternative primary education in areas where traditional schools are insufficient or unavailable.
The 'hole-in-the-wall' experiment, where a PC was embedded in a wall dividing an office and a slum, allowing children to teach themselves.
Observations that children could self-organize and learn to use a computer and the internet within minutes, regardless of language barriers.
Experiments conducted across diverse regions in India to test the replicability of results and the adaptability of the learning model.
Findings that children aged six to thirteen could self-instruct and learn computer literacy in groups, even without adult intervention.
The importance of group learning, where children learn as much by observing as they do by doing, differing from adult learning methods.
The conclusion that primary education can be a self-organizing system, not necessarily needing top-down imposition.
The need for educational technology tailored for the education sector, rather than borrowed from other industries.
A proposed vision for educational technology that is digital, automatic, fault-tolerant, minimally invasive, connected, and self-organized.
Transcripts
I have a tough tough job to do you know
when I when I looked at the profile of
the audience here with their with their
connotations on design in all its forms
and with so much and so many people
working on collaborative and networks
and so on that I wanted to tell you I
wanted to build an argument for primary
education in a very specific context in
order to do that in 20 minutes I have to
I have to bring out four ideas it's like
four pieces of a puzzle and if I if I
succeed in doing that maybe you would go
back with with a thought that that you
could build on and perhaps help me do my
work
the first piece of the puzzle is
remoteness and the quality of education
by remoteness I mean two or three
different kinds of things of course
remoteness in its normal sense which
means that as you go further and further
away from an urban center you get to
remoter areas what happens to education
the second or a different kind of
remoteness is that within the large
metropolitan areas in all over the world
you have pockets like slums or shanty
towns or poorer areas which are socially
and economically remote from the rest of
the city so it's us and then what
happens to education in that context so
keep both of those ideas of remoteness
we made a guess the guess was that
schools in remote areas do not have good
enough teachers if they do have they
cannot retain those teachers they do not
have good enough infrastructure and if
they had some infrastructure they have a
difficulty maintaining it but I wanted
to check if this is true so what I did
last year was we took a part of a car
looked up on Google found the route into
northern India from New Delhi which in a
sort of kept which did not cross any big
cities or any big metropolitan centers
drove out about 300 kilometers and
wherever we found the school I
administer the set of standard tests and
then took those test results and plotted
it on a graph
the graph was interesting although you
need to consider it carefully I mean
this is a very small sample this you
should not generalize from it but it was
quite obvious by clear that for this
particular route that I had taken the
remoter a school was the worst its
results seem to be that seemed a little
damning and I tried to correlate it with
things like infrastructure or with the
availability of electricity and things
like that to my surprise he did not
correlate it did not correlate with the
size of classrooms did not correlate
with the the quality of the
infrastructure did not correlate with
the poverty levels it did not correlate
but what happened was that I when I
administered a questionnaire to each of
these schools I with one single question
for the teachers which was would you
like to move to an urban metropolitan
area
69% of them say yes and as you can see
from that they say yes
just a little bit out of Delhi and they
say no when you hit the rich suburbs of
Delhi because you know those are
relatively better off areas and then
from 200 kilometers out of Delhi the
answer is consistently yes I would
imagine that a teacher who comes or
walks into class every day thinking that
I wish I was in some other school
probably has a deep impact on on what
happens to results so it looked as
though teacher motivation and and
teacher migration was a was a powerfully
correlated thing with what was happening
in primary schools as opposed to whether
the children have enough to eat and
whether they are packed tightly into
classrooms and that sort of thing it
appears that way
when you take educational technology
then I find in the literature that you
know things like websites collaborative
environments you've been listening to
all that in the morning it's always a
pilot at first in the best schools the
best urban schools and according to me
bias is the result the literature a one
part of it the scientific literature
consistently blames et as being
overhyped and underperforming the
teachers always say well it's fine it's
but it's too expensive for what it does
because it's being piloted in the school
where the students are already getting
let's say 80% of whatever they could do
you put in this new SuperDuper
technology and now they get 83 percent
so the principal looks at it and says 3%
for you know three hundred thousand
dollars forget it
if you took the same technology and
violated it into one of those remote
schools where the score was 30% and
let's say it took that up to 40 percent
that would be a completely different
thing so the the relative change that et
educational technology would make be far
greater at the bottom of the pyramid
than at the top but we seem to be doing
it the other way about so I came to this
conclusion that each eet should reach
the underprivileged first not the other
way about
and finally came a question of how do
you tackle teacher perception whenever
you go to a teacher and show them some
technology the teachers first reaction
is you cannot replace a teacher with a
machine it's impossible
I don't know why it's important but even
for a moment if you did assume that it's
impossible I have a quotation from sir
arthur c clarke the the science fiction
writer whom I met in in Colombo and he
he said something which completely
solves this problem he said a teacher
that can be replaced by a machine should
be
so you know it puts the teacher into a
tough bind you have to think anyway so
I'm proposing that an alternative
primary education whatever alternative
you want is required where schools don't
exist
where schools are not good enough where
teachers are not available or where
teachers are not good enough for
whatever reason if you happen to live in
a part of the world where none of this
applies then you don't need an
alternative education so far I haven't
come across such an area except for one
is I won't name the area but somewhere
in the world people said we don't have
this problem because we have perfect
teachers and perfect schools there are
such areas but anyway it doesn't and
I've never heard that anywhere else
I'm going to talk about children and
self-organization and a set of
experiments which sort of led to this
idea of what might an alternative
education be like they called the
hole-in-the-wall experiments and I'd
have to really rush through this there
are a set of experiments the first one
was done in New Delhi in 1999 and what
we did over there was pretty much simple
I had an office in those days which
bordered a slum an urban slum there was
a dividing wall between our office and
the urban slum they cut a hole inside
that wall which is how this got named :
wall and put a put a very powerful PC
into that hole embedded into the wall so
that it's monitor was sticking out at
the other end a touchpad similarly
embedded into the wall put it on Putin
high-speed Internet put the Internet
Explorer there put it on Alta Vista or
comm in those days and just left it
there and this is what we saw
so that was my office and IIT
here's the hole in the wall
about eight hours later we found this
biscuit the to the right is this 8 year
old child
who
and to his left is a six year old girl
who was not very tall and what he what
he was doing was he was teaching her to
browse so it it sort of raised more
questions than it answered is this real
does the language matter because he's
not supposed to know English will the
computer last or with the break it and
steal it and did anyone teach them the
last question was what everybody said
but you know I mean they must have poked
their head over the wall and asked the
people in your office can you show me
how to do it and then somebody taught me
so I took the experiment out of Delhi
and repeated it this time in a city
called shiv puri center of india where i
was assured that nobody had ever taught
anybody anything
so it was a warm day and the
hole-in-the-wall was on that decrepit
old building this is the first kid who
came there they'd run turned out to be a
13 year old school dropout he came there
and he started to fiddle around with the
touchpad very quickly notice that when
he moves his finger on the touchpad
something moves on the screen and later
on he told me I have never seen a
television where you can do something so
he figured that out and took him about
two minutes to figure out that he was
doing things to the television and then
as he was doing that he made an
accidental click by hitting the touchpad
you will see him do that
he did that and the Internet Explorer
changed page
eight minutes later he looked from his
hand to the screen and he was browsing
was going back and forth when that
happened he started bawling all the
neighborhood children like children
would succumb and see what's happening
over here
and by the evening of that day 70
children were all browsing so 8 minutes
and the embedded computers seemed to be
all that we needed there
so we thought that this is what was
happening there children in groups can
self instruct themselves to use a
computer and the Internet
but under what circumstances
at this time there was a the main
question was about English people said
you know you really ought to have this
in in Indian languages so I said what
have what should I translate the
internet into some Indian language
that's not possible so it has to be the
other way about but let's see how do the
children tackle the English language I
took the experiment out to northeastern
India the village called modern to see
where there for some reason there was no
English teacher so the children had not
learnt English at all and I built a
similar hole in the wall one big
difference in the villages as opposed to
the urban slums there were more girls
and boys who came to the to the chaos in
the urban slums the girls tend to stay
away I left the computer there with lots
of CDs I didn't have any internet and
came back three months later
so when I came back there I found this
two kids eight and twelve year olds who
are playing a game on the computer and
as soon as they saw me they said we need
a faster processor and a better Mouse I
was a little surprised but you know how
on earth did they know all this and they
said well we picked it up from the CD so
I said but how did you understand what's
going on over there so they said well
you've left this machine which talks
only in English so we had to learn
English so then I measured and they were
using 200 English words with each other
mispronounced but direct usage the words
like exit stop file saved that kind of
thing not only to do with the computer
but in their day-to-day conversations so
modern poses seem to show that language
was not a barrier in fact they may be
able to teach themselves the language if
they really wanted to finally I got some
funding to try this experiment out to
see if these results are replicable if
they happen everywhere else
India is a good place to do it to do
such an experiment in because we have
all the ethnic diversity is all the you
know the genetic diversity of the racial
diversity and also all the
socio-economic diversity so I could
actually choose samples do to cover a
cross-section that would cover
practically the whole world
so we went I did this for almost five
years then the this experiment really
took us all the way across the length
and breadth of India this is the
Himalayas up in the north very cold I
also had to check or invent an
engineering design which would survive
outdoors and I was using regular normal
pcs so I needed different climates for
which India is also great because we
have very cold very hot and so on this
is the deserts to the west
near the Pakistan border
you see here a little clip up one of
these villages the first thing that
these children did was to find a website
to teach themselves the English alphabet
then to central India very warm moist
fishing villages when humidity is a very
big killer of electronics so we had to
solve all the problems we had without
air-conditioning and with very poor
power so most of the solutions that came
out to use the little blasts of air put
at the right places to to keep the
machines running
I'm going to just cut this short we did
this over and over again this sequence
is also nice this is a small child
six-year-old telling his elder sister
what to do and this happens very often
with these computers that the younger
children are found teaching the older
ones
what did we find we found that six to
thirteen year olds can self instruct in
a connected environment irrespective of
anything that we could measure so if
they have access to that computer they
will teach themselves including
intelligence I couldn't find a single
correlation with anything but it had to
be in groups and that may be of great
you know interest to do this group
because all of you are talking about
groups so here was the power of what a
group of children can do if you lift the
adult intervention
just a quick idea of the measurements
we took standard statistical technique
so I am going to not talk about that but
we got a clean learning curve almost
exactly the same as what you would get
in a school so I leave it at that
because I mean this it sort of says it
all doesn't it what could they learn to
do basic windows functions browsing
painting chatting and email games and
educational material music downloads
playing video in short what all of us
does and over 300 children it would
become computer literate we'll be able
to do all of these things in six months
with one computer so how do they do that
if you calculate it the actual time of
access if we work out two minutes per
day so that's not how it's happening
what you have actually is there is one
child operating the computer surrounding
him are usually three other children who
are advising him to what should they
should do if you test them all four will
get the same scores in whatever you ask
them around these four are usually a
group of about 16 children who are also
advising usually wrongly about
everything that's going on on the
computer and all of them also will clear
that a test given on that subject so
they're learning as much by watching as
they learn by doing seems
counterintuitive to adult learning but
remember eight-year-olds live in a
society where most of the time they are
told don't do this
you know don't touch the whiskey bottle
so what does the eight-year-old do
observes very carefully how an who is
give water should be touched and if you
tested he would answer every question
correctly on the topic so they seem to
be able to acquire very quickly
so what was the conclusion of all these
six years of work was the primary
education can happen on its own or parts
of it can happen on its own it does not
have to be imposed from the top
downwards it's it could perhaps be a
self-organizing system so the so that
was the second bit that I wanted to tell
you the children can self-organized
and attain an educational objective the
third piece was on values and again to
do to put it very briefly I conducted a
test over 500 children spread across all
over India and ask them again give them
about 68 different values oriented
questions and simply ask them their
opinions you got all sorts of opinions
yes no or I don't know I simply took
those questions where I got 50% yeses
and 50% knows so I was able to get a
collection of 16 such statements these
were areas where the children were
clearly confused because half said yes
and half said no a typical example being
sometimes it is necessary to tell lies
they don't have a way to determine which
way to answer this question perhaps none
of us do
so I leave it with this third question
can technology alter the acquisition of
values
finally self-organizing systems about
which again I won't say too much because
you've been hearing all about it natural
systems are all self-organizing galaxies
molecules cells organism societies
except for the debate about intelligent
designer but at this point in time as
far as science goes its
self-organization but other examples are
traffic jams stock market society in
disaster recovery terrorism and
insurgency
and you know about the internet-based
self-organizing systems so here are my
four sentences then remoteness effects
the quality of education educational
technology should be introduced into
remote areas first and another areas
data
values are required doctrine and dogma
are imposed the two opposing mechanisms
and learning is most likely a
self-organizing system if you put all
the four together then it gives
according to me it gives us a goal a
vision for educational technology an
educational technology and pedagogy that
is digital automatic fault tolerant
minimally invasive connected and self
organized as education is we've never
asked for technology we keep borrowing
it the PowerPoint is supposed to be
considered great educational technology
but was not meant for education it was
meant for making boardroom presentations
we borrowed it video conferencing the
personal computer itself I think it's
time that education is made their own
specs and I have such a set of specs
this is a brief look at that and and and
such a set of specs should produce
technology to address remoteness values
and violence so I thought I'd give it a
name why don't we call it out to the
option and could this be a goal for
educational technology in the future so
I want to leave that as a thought with
you
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