I have a tough job to do. You know, when I looked at the profile of the audience here, with their connotations and 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 bring out four ideas -- it's like four pieces of a puzzle. And if I succeed in doing that, maybe you would go back with the thought that you could build on, and perhaps help me do my work.
私はタフな仕事をしています 今ここにいる観客のプロフィールを拝見しますと 多くの人が色々な仕事をされ 多くの仲間と協業されたりしています そんな皆さんにお伝えしたいのです 特殊な環境における初等教育について お話しします 20分間で4つのアイデアを示します 4ピースのパズルのようなものです もし成功すれば このアイデアを持ち帰り 実現し 私の仕事を手伝って頂けるかもしれません
The first piece of the puzzle is remoteness and the quality of education. Now, 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 all over the world, you have pockets, like slums, or shantytowns, or poorer areas, which are socially and economically remote from the rest of the city, so it's us and them. What happens to education in that context? So keep both of those ideas of remoteness.
最初のピースは遠隔性と教育品質 についてです 遠隔性という言葉には いくつかの意味があります もちろん 一般的には 都市中心部から遠方へ 離れていくことを意味します 教育現場では何が起こるでしょうか? 二つ目の意味は 全世界の巨大都市に存在するポケット つまり スラムや貧困街といった地域です 社会的・経済的に 我々から隔離されているのです 花粉を風で飛ばします このことを覚えておいてください
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 difficulty maintaining it. But I wanted to check if this is true. So what I did last year was we hired a car, looked up on Google, found a route into northern India from New Delhi which, you know, which did not cross any big cities or any big metropolitan centers. Drove out about 300 kilometers, and wherever we found a school, administered a set of standard tests, and then took those test results and plotted them on a graph. The graph was interesting, although you need to consider it carefully. I mean, this is a very small sample; you should not generalize from it. But it was quite obvious, quite clear, that for this particular route that I had taken, the remoter the school was, the worse its results seemed 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.
遠隔地の学校において 教員が十分でないという仮説をたてます 仮に持っていたとしても 引き止めるだけの 基盤が十分でないということです 基盤を持っていたとしても メンテナンスが難しいのです この仮説を確かめるために 去年 googleでニューデリーからインド北部への ルートを確認し車を借りました このルートは巨大都市を通過しません 300km運転し 学校を見つけては基本的なテストを実施し 結果を集めてグラフに落とし込みました グラフは興味深いものでした もちろん サンプルとしては小さく一般化出来ない為注意が必要です しかし一目瞭然でわかります 私が選んだこのルートでは 遠隔地になるほど 結果が悪かったのです これは小さくても証拠に見えたので 社会基盤や電力事情との関連を 見出そうとしました
To my surprise, it did not correlate. It did not correlate with the size of classrooms. It did not correlate with the quality of the infrastructure. It did not correlate with the poverty levels. It did not correlate. But what happened was that when I administered a questionnaire to each of these schools, with one single question for the teachers -- which was, "Would you like to move to an urban, metropolitan area?" -- 69 percent of them said 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 what happens to the results. So it looked as though teacher motivation and teacher migration 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.
驚いたことに これは正しくなかったのです 花粉の運び手を惹きつけて 社会基盤の品質も 貧困レベルも全て関係なかったのです それぞれの学校で教員にひとつだけ質問したところ ある結果が出ました 「都市部に転勤したいですか?」 69%が「はい」と回答しました デリーから少し離れた地域の教員は「はい」と答えました デリー郊外の裕福な地域では「いいえ」という回答でした これは比較的裕福な地域のことです デリーから200km離れると回答は常に「はい」でした 教員は毎日教室に入るとき 「違う学校で働いていたらな」と考えているのだと思います これは調査結果に大きな影響を与えるでしょう つまり 教師のやる気や定着率が 初等教育での成績に 大きく関連しているのでしょう 子供が十分に食べているか 教室にぎゅうぎゅう詰めにされていないか というようなことは関係ないのです
When you take education and 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 piloted first in the best schools, the best urban schools, and, according to me, biases the result. The literature -- one part of it, the scientific literature -- consistently blames ET as being over-hyped and under-performing. The teachers always say, well, it's fine, but it's too expensive for what it does. Because it's being piloted in a school where the students are already getting, let's say, 80 percent of whatever they could do. You put in this new super-duper technology, and now they get 83 percent. So the principal looks at it and says, 3 percent for 300,000 dollars? Forget it. If you took the same technology and piloted it into one of those remote schools, where the score was 30 percent, and, let's say, took that up to 40 percent -- that will be a completely different thing. So the relative change that ET, Educational Technology, would make, would be far greater at the bottom of the pyramid than at the top, but we seem to be doing it the other way about.
テクノロジーを活用した教育について文献を調べると ウェブサイトや協調環境のようなものは - 今朝聞いたかもしれません - まず都会の優れた学校でテストされますが これでは結果に歪みが出ると思うのです 教育にテクノロジーを用いることは 科学文献では常に 「騒がれ過ぎで効果が低い」と非難されています 教師はいつも「これは良いけど高価過ぎる」と言います なぜなら 既に出来る学生に対して実験しているからです 80点を取ることができる学生に 超一流の技術を投入しても83点にしか向上しないため このような評価になるのです 3点のために30万ドルです バカバカしい 同じことを遠隔地の学校に投入すれば スコアは30点から40点上がるでしょう これが根本的に違うところです テクノロジーを活用した教育は ピラミッドの頂点ではなく 底辺に適用した方が ずっと効果的なのです それは見栄えが良いだけでなく
So I came to this conclusion that ET should reach the underprivileged first, not the other way about. And finally came the question of, how do you tackle teacher perception? Whenever you go to a teacher and show them some technology, the teacher's first reaction is, you cannot replace a teacher with a machine -- it's impossible. I don't know why it's impossible, but, even for a moment, if you did assume that it's impossible -- I have a quotation from Sir Arthur C. Clarke, the science fiction writer whom I met in Colombo, and he said something which completely solves this problem. He said a teacher than 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 case. 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, I'd never heard that anywhere else.
昆虫を心地良くさせるのでしょう という結論に辿りつきました そして残った質問は「教師の認識を変えるには?」というものです いつの時代でも新しい技術を見せると 教師の最初の反応は 教師を機械に置き換えることなんて絶対に出来ない というものです この植物は あなたも不可能だと思うなら コロンボで会った SF作家 アーサーC.クラークの言葉を引用をします 彼は 機械によって置き換えできる教師は 置き換えるべきだと言っています 教師は機械と競い合うことになるわけです ところで 現在の初等教育にとって変わるものを検討しています 学校が存在しない 学校の品質が十分でない 教師がいない 追い払おうと何度も頭をぶつけてきて このような環境で育たなかった場合は 代替教育が必要ありませんが たった一つの例を除いて 私はそのような地域を知りません 自分たちには完璧な教師と学校があるから そのような問題はないという人もいますが 私が見たことがあるのは一つだけです
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're called the hole-in-the-wall experiments. I'll have to really rush through this. They're 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, so there was a dividing wall between our office and the urban slum. They cut a hole inside that wall -- which is how it has got the name hole-in-the-wall -- and put a pretty powerful PC into that hole, sort of embedded into the wall so that its monitor was sticking out at the other end, a touchpad similarly embedded into the wall, put it on high-speed Internet, put the Internet Explorer there, put it on Altavista.com -- in those days -- and just left it there.
これから子供の自己組織性と 代替教育についてのアイデアを 導き出した実験についてお話しします 「壁の穴」と言う実験です これは いくつかの実験を組み合わせたものです 最初の実験はニューデリーで1999年に実施しました とてもシンプルな実験です このツイストアラムは オフィスとスラム街の間にある壁に 穴を開けました これが「壁の穴」です そこに 壁に組み込むように強力なPCを置き 反対側からモニターが見えるようにしました タッチパッドも同様です 高速インターネット回線とInternet Explorer そしてAltavisaを用意し そのまま放っておきました
And this is what we saw. So that was my office in IIT. Here's the hole-in-the-wall. About eight hours later, we found this kid. To the right is this eight-year-old child who -- and to his left is a six-year-old girl, who is not very tall. And what he was doing was, he was teaching her to browse. So 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 will they break it and steal it -- and did anyone teach them? The last question is 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 him.
そしてこれが設置後に見たことです ここが私のオフィスで こちらが壁の穴です 約8時間後この少年を見ました 右の少年は8才で 左の小さな少女は6才です 彼は少女にブラウジングを教えています ここでいくつかの疑問が湧きます さっき見た毛がしぼんで 彼は英語を知っているはずがありません コンピュータは壊されて盗まれたりしないでしょうか? 誰かが教えたのでしょうか? 誰もがこのことを尋ねました しかし 子供達は壁に頭を突っ込んで 私のオフィスにいる人に 使い方を教えてもらったに違いないと
So I took the experiment out of Delhi and repeated it, this time in a city called Shivpuri in the center of India, where I was assured that nobody had ever taught anybody anything. (Laughter) 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; he later on turned out to be a 13-year-old school dropout. He came there and he started to fiddle around with the touchpad. Very quickly, he noticed 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. It took him over 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'll 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: he was going back and forth. When that happened, he started calling all the neighborhood children, like, children would come and see what's happening over here. And by the evening of that day, 70 children were all browsing. So eight minutes and an embedded computer seemed to be all that we needed there.
そこで デリーの外に場所を移し実験を続けました インド中央のチップリという町です ここでは 誰かがPCの使い方を教えるなんてことは絶対にありません (笑) 温かい日で 壁の穴はこの古い建物に設置されていました これが最初にやってきた子供です 彼は13才で 学校を中退していることが後にわかりました 最初にタッチパッドの回りに触れ すぐに タッチパッドに指が触れると画面で何かが動くことに すぐ気付きました 後に 色々なことができるテレビは見たことがないと 教えてくれました 彼は 2分で テレビを操作していることに気づいたのです そしてまた タッチパッドを叩くことで 偶然クリックをしたところ Internet Explorerのページが変わったのです 8分後にはスクリーンに手をやり 行ったり来たりとブラウジング出来るようになりました それから彼は近所の子供達を呼び寄せ 何が出来るかを見せました 夜になるまでに 70人の子供がブラウジングしていたのです 8分間と埋め込まれたコンピュータ それだけでこんなことが起きたのです
So we thought that this is what was happening: that 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 Indian languages. So I said, have what, shall 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, to a village called Madantusi, where, for some reason, there was no English teacher, so the children had not learned 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 than boys who came to the kiosk. 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 these two kids, eight- and 12-year-olds, who were playing a game on the computer. And as soon as they saw me they said, "We need a faster processor and a better mouse." (Laughter) I was real surprised. You know, how on earth did they know all this? And they said, "Well, we've picked it up from the CDs." 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 correct usage -- words like exit, stop, find, save, that kind of thing, not only to do with the computer but in their day-to-day conversations. So, Madantusi seemed to show that language is not a barrier; in fact they may be able to teach themselves the language if they really wanted to.
子供達のグループが コンピュータとインターネットの使い方を 自己学習できることがわかりました でもどんな環境が必要なのでしょう? 今回 主に問題となったのは英語についてでした インドの言葉を使う必要がありますねと多くの人が言いました でも私が全てのコンテンツを インドの言葉に翻訳するなんて不可能です ですから別の方法が必要です では子供達はどのように言葉の壁を乗り越えたのでしょう ほとんどのハチは赤が見えません マダンツシを選びました そこは英語教師がおらず 子供達はまったく英語を学んでいませんでした これまでと同様 壁の穴にパソコンを設置しました 都市のスラムと大きく違った点は 女子の方が男子よりもたくさん来たということです 都市部では女子はあまり寄りつきませんでした ネット接続ができなかったので パソコンを大量のCDとともに置いてきました 3ヵ月後に戻ってくると 8才と12才の子供が パソコンでゲームをしていました 私を見つけるとすぐに 高速なCPUとより良いマウスが必要だと言いました (笑) 本当に驚きました 撮影は花を傷つけないように行いました CDで知ったんだよ と言われたので どうやって理解したのかを問いました それで 紫外線を当てた だから英語を勉強したんだ」 子供は皆 200の英単語を使用出来ました 発音は違いましたが正しく使用していました 終了 停止 検索 保存 のような単語です パソコンの中だけでなく日常会話でも使っていました マダンツシで言語は障壁ではないとわかりました 本当にやりたいのであれば 言語は自己学習することもできるでしょう
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 such an experiment in, because we have all the ethnic diversities, all the -- you know, the genetic diversity, all the racial diversities, and also all the socio-economic diversities. So, I could actually choose samples to cover a cross section that would cover practically the whole world. So I did this for almost five years, and 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 desert to the west. Near the Pakistan border. And you see here a little clip of -- one of these villages -- the first thing that these children did was to find a website to teach themselves the English alphabet.
その後 私はついに これと同じことがどこでも起きるのか 実験で確かめるための資金を得ることができました インドはこのような実験に最適の場所です 民族的な多様性もあれば 人種も様々で 社会経済的にも多様です ですから 全世界をカバーすると言えるほどの 多様なサンプルを取ることができます 約5年この実験を行ない インドを縦横無尽に移動しました ここはインド北部 ヒマラヤの寒冷地です 実験には普通のパソコンを使っていたので 屋外使用に耐えるよう デザインを工夫する必要がありました インドは多くの気候があり 寒かったり暑かったりします ここはインド西部 パキスタンとの国境近くの砂漠です このあたりで撮影した短いビデオをお見せします 彼らが最初にしたことは アルファベットを 勉強できるウェブサイトを探すことでした
Then to central India -- very warm, moist, fishing villages, where 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 used little blasts of air put at the right places to keep the machines running. I want to just cut this short. We did this over and over again. This sequence is also nice. This is a small child, a six-year-old, telling his eldest sister what to do. And this happens very often with these computers, that the younger children are found teaching the older ones.
インド中央の温暖で湿度の高い漁村です 湿度は電子機器の大敵です また電力事情も悪い為 エアコン無しで それを解決する必要がありました 解決策は 風を適切な場所に吹きつけることで 機械を動かし続けるということでした 詳細は省きますが あちこちで実験を行いました このカットも素晴しいです 6歳の少年が 姉に何が出来るか教えているのです コンピュータの周りでは 小さな子供が年上に教える光景がよく見られます
What did we find? We found that six- to 13-year-olds can self-instruct in a connected environment, irrespective of anything that we could measure. So if they have access to the 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 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.
これらの実験から 6才から13才までの子供がインターネットで 自己学習出来ることが判ったのです 測定できたいかなる分野でも 自己学習していました 彼らはコンピュータにアクセス出来れば 自ら勉強するのです 他の要素との相関は見出せませんでしたが グループが必要でした 皆さんも興味を惹かれるでしょう グループは皆の話題の中心です 実験で示されたのは 大人が介入しなければ発揮される 子供のグループが持つ力です
Just a quick idea of the measurements. We took standard statistical techniques, so I'm 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. I'll leave it at that, because, I mean, 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 do. And over 300 children will become computer literate and be able to do all of these things in six months with one computer.
結果を見てみましょう 詳しくは説明しませんが標準的な統計手法を使うと 綺麗な学習曲線が描けました あなたが学校で得るものと同じです それ以上は言いません このグラフが全てを語っているからです 子供達が学んだのは windowsの基本的な機能やブラウジング・お絵描き・チャット・メール ゲーム・教材利用・音楽のダウンロード・動画再生など 我々がするのと同じようなことです 1台のPCに半年触れることができれば 300人以上の子供が これら全てを行えるようになるでしょう
So, how do they do that? If you calculated the actual time of access, it would work out to minutes per day, so that's not how it's happening. What you have, actually, is there is one child operating the computer. And surrounding him are usually three other children, who are advising him on what 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 a test given on that subject. So they are learning as much by watching as they learn by doing. It seems counter-intuitive 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? He observes very carefully how a whiskey bottle should be touched. And if you tested him, he would answer every question correctly on that topic. So, they seem to be able to acquire very quickly.
どのようにしたのでしょう 実使用時間を計算すると 一日数分程度だったのです それだけでPCが使えるようにはなりません 実際には 一人の子供が使用している間 大体3人ほどの子供が周りにいて どのようにするかアドバイスしています 彼らをテストしたら 4人とも同じ点数を取るでしょう 4人の周りには16人ほどの子供のグループがいます 彼等は通常コンピュータの動作を 間違えて教えますが 彼等にテストすると全員合格します 子供達はPCに触るだけでなく 見ることで学ぶのです 大人からすると 理解しづらいことです でも考えてみて下さい 8歳の子供は いつも「駄目!」と言われています ウィスキーボトルに触っては駄目! 8歳の子供は何をするでしょう 他の人がどのようにボトルを触るのかを慎重に観察します そしてテストすると その話題について正しく答えるでしょう とても早く習得出来るのです
So what was the conclusion over the six years of work? It was that 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 could perhaps be a self-organizing system, so that was the second bit that I wanted to tell you, that children can self-organize and attain an educational objective.
6年間で得た結論とは 初等教育またはその一部は 自然に発生するということです トップダウンである必要はありません 自己学習システムが出来るのです もう一つお伝えしたいのが 子供は自己学習し 教育目標を達成出来るということです
The third piece was on values, and again, to put it very briefly, I conducted a test over 500 children spread across all over India, and asked them -- I gave them about 68 different values-oriented questions and simply asked them their opinions. We got all sorts of opinions. Yes, no or I don't know. I simply took those questions where I got 50 percent yeses and 50 percent noes -- 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 you 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, organisms, societies -- except for the debate about an intelligent designer. But at this point in time, as far as science goes, it's self-organization. But other examples are traffic jams, stock market, society and disaster recovery, terrorism and insurgency. And you know about the Internet-based self-organizing systems.
3つ目のピースは 価値観についてです インド全体で500人以上の子供にテストを行ないました 価値観に関する68の質問をして 簡単に意識調査を行ないました 回答例は 「はい」「いいえ」「わかりません」です 「はい」と「いいえ」が半分ずつになった質問を抜き出しました 16問ありました これらは「はい」が半分 「いいえ」も半分ですから 子供たちが混乱したのだと言えます 例えば「時には嘘も必要である」といった質問です 彼等はこの質問を判断する方法がないのです 我々にも無いかもしれません だから皆さんの判断にお任せします 技術は 価値観を変更できるか 最後に 自己学習システムについては 沢山お話したので これ以上言う必要はありませんが 自然は全て自己学習です 銀河 分子 細胞 生物 社会 知性の生まれ方については議論が分かれますが 現時点では 科学的に考えて 自己学習をすると言えます 他の例としては 交通渋滞 株式市場 社会や災害復旧 テロ 暴動などが挙げられます インターネットベースの自己学習システムもご存知でしょう
So here are my four sentences then. Remoteness affects the quality of education. Educational technology should be introduced into remote areas first, and other areas later. Values are acquired; 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 educationists, we have never asked for technology; we keep borrowing it. PowerPoint is supposed to be considered a great educational technology, but it 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 the educationists made their own specs, and I have such a set of specs. This is a brief look at that. And such a set of specs should produce the technology to address remoteness, values and violence. So I thought I'd give it a name -- why don't we call it "outdoctrination." And could this be a goal for educational technology in the future? So I want to leave that as a thought with you.
私が伝えたいのは4点です 遠隔性は教育品質に影響を与えます テクノロジーを活用した教育は遠隔地に最初に導入されるべきで 他の地域にはそれから普及させれば良いのです 価値というのは得るものですが 教義や信条は押しつけられるものです 相反する構造です 学習とは ほとんどの場合 自己学習システムです これら4つをまとめあげると テクノロジーを活用した教育にゴールとビジョンを与えてくれます テクノロジーを活用した教育とは 電子化され自動化され 障害に強く 人を侵害せず つながりを持った自己学習のことです 教育者はこれまで 技術を求めたことはありませんでした PowerPointは偉大な教育ツールとされていますが 「教育に」でなく「黒板プレゼンテーションに」です ビデオ会議やパソコン自体も借り物の技術です 教育者が技術の仕様を定義すべき時なのです これまでに説明したような仕様です その仕様を元に 遠隔性や価値観 暴力に対応できる 技術を生み出すべきなのです それを「脱教義化」と呼ぶことにしましょう 将来 技術を活用した教育の到達点になるでしょう これで終わりたいとおもいます
Thank you.
ありがとう
(Applause)
(拍手)