El agujero en la pared (sugata mitra)

Summary

El 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

00:00

🏫 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.

05:01

💻 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.

10:02

🧒 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.

15:03

👥 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.

20:05

🌐 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.

Keywords

💡Educación primaria

Se refiere a la educación que se recibe en los primeros años de la vida escolar, generalmente para niños de 5 a 12 años. En el video, se discute cómo la educación primaria puede ser afectada por la remanecia y cómo puede ser mejorada mediante la tecnología educativa, especialmente en contextos desfavorecidos.

💡Remanecia

Alude a la distancia de un lugar con respecto a un centro urbano o área metropolitana. En el contexto del video, la remanecia afecta la calidad de la educación, ya que las áreas remotas tienden a tener menos recursos y peores infraestructuras educativas.

💡Tecnología educativa

Incluye herramientas, software y aplicaciones que se utilizan para mejorar el aprendizaje y la enseñanza. El video sugiere que la tecnología educativa debería ser implementada primero en áreas remotas y menos atractivas para mejorar significativamente la calidad de la educación.

💡Auto-organización

Es el proceso por el cual un sistema se organiza a sí mismo sin necesidad de control externo. En el video, se argumenta que el aprendizaje puede ser un sistema auto-organizado, donde los niños pueden enseñarse el uso de la tecnología y el idioma inglés entre ellos en grupos.

💡Valores

Son principios y creencias que guían el comportamiento y las decisiones de las personas. El video explora si la tecnología puede influir en la adquisición de valores y cómo los niños pueden llegar a conclusiones sobre cuestiones morales complejas.

💡Migración docente

La tendencia de los maestros a mudarse o trasladarse a áreas urbanas o metropolitanas en busca de mejores condiciones de vida y trabajo. En el video, se sugiere que esta migración puede afectar negativamente la calidad de la educación en las áreas rurales y remotas.

💡Infraestructura educativa

Las instalaciones y recursos físicos necesarios para la enseñanza, como edificios escolares, tecnología de la información y equipos de aprendizaje. El video destaca la falta de infraestructura adecuada en áreas remotas como un factor que degrada la calidad de la educación.

💡Aprendizaje autónomo

El proceso de aprendizaje sin la intervención directa de un maestro o instructor. En el video, se describe cómo los niños en entornos desfavorecidos pueden ser capaces de enseñarse a sí mismos a utilizar la tecnología y el idioma inglés de manera autónoma.

💡Experimentos de pared

Un estudio de campo llevado a cabo en la India que consistió en colocar una computadora con Internet en un muro para observar cómo los niños de áreas desfavorecidas interactuaban con la tecnología y el aprendizaje. Estos experimentos proporcionaron evidencia de que los niños pueden ser altamente capaces de autoaprendizaje en grupos.

💡Curvas de aprendizaje

Representaciones gráficas que muestran el progreso del aprendizaje de un individuo o grupo sobre el tiempo. En el video, se mencionan curvas de aprendizaje 'limpias' que demuestran cómo los niños en entornos de aprendizaje auto-organizado logran un progreso similar al de un entorno escolarizado tradicional.

💡Especificaciones de tecnología educativa

Características y requisitos que una tecnología debería cumplir para ser eficaz en el ámbito educativo. El video sugiere que la tecnología educativa debe ser digital, automática, tolerante a fallos, mínimamente invasiva, conectada y auto-organizada para satisfacer las necesidades de la educación, especialmente en áreas remotas.

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