Ewan's Corner

Posts Tagged ‘education’

Thanks to @hfordsa for the heads up.
via http://bostonreview.net/BR35.6/toyama.php

"Technology—no matter how well designed—is only a magnifier of human intent and capacity. It is not a substitute."

If I were to summarize everything I learned through research in ICT4D, it would be this: technology—no matter how well designed—is only a magnifier of human intent and capacity. It is not a substitute. If you have a foundation of competent, well-intentioned people, then the appropriate technology can amplify their capacity and lead to amazing achievements. But, in circumstances with negative human intent, as in the case of corrupt government bureaucrats, or minimal capacity, as in the case of people who have been denied a basic education, no amount of technology will turn things around.

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Technology is a magnifier in that its impact is multiplicative, not additive, with regard to social change. In the developed world, there is a tendency to see the Internet and other technologies as necessarily additive, inherent contributors of positive value. But their beneficial contributions are contingent on an absorptive capacity among users that is often missing in the developing world. Technology has positive effects only to the extent that people are willing and able to use it positively. The challenge of international development is that, whatever the potential of poor communities, well-intentioned capability is in scarce supply and technology cannot make up for its deficiency.

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The myth of scale is seductive because it is easier to spread technology than to effect extensive change in social attitudes and human capacity. In other words, it is much less painful to purchase a hundred thousand PCs than to provide a real education for a hundred thousand children; it is easier to run a text-messaging health hotline than to convince people to boil water before ingesting it; it is easier to write an app that helps people find out where they can buy medicine than it is to persuade them that medicine is good for their health. It seems obvious that the promise of scale is a red herring, but ICT4D proponents rely—consciously or otherwise—on it in order to promote their solutions.

”When a village has ready access to a PC, the dominant use is by young men playing games, watching movies, or consuming adult content.”

Disseminating a technology would work if, somehow, the technology did more for the poor, undereducated, and powerless than it did for the rich, well-educated, and mighty. But the theory of technology-as-magnifier leads to the opposite conclusion: the greater one’s capacity, the more technology delivers; the lesser one’s capacity, the less value technology has. In effect, technology helps the rich get richer while doing little for the incomes of the poor, thus widening the gaps between haves and have-nots.

….My point is not that technology is useless. To the extent that we are willing and able to put technology to positive ends, it has a positive effect. For example, Digital Green (DG), one of the most successful ICT4D projects I oversaw while at Microsoft Research, promotes the use of locally recorded how-to videos to teach smallholder farmers more productive practices. When it comes to persuading farmers to adopt good practices, DG is ten times more cost-effective than classical agriculture extension without technology.

But the value of a technology remains contingent on the motivations and abilities of organizations applying it - villagers must be organized, content must be produced, and instructors must be trained. The limiting factor in spreading DG’s impact is not how many camcorders its organizers can purchase or how many videos they can shoot, but how many groups are performing good agriculture extension in the first place. Where such organizations are few, building institutional capacity is the more difficult, but necessary, condition for DG’s technology to have value. In other words, disseminating technology is easy; nurturing human capacity and human institutions that put it to good use is the crux.

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“Computers, guns, factories, and democracy are powerful tools, but the forces that determine how they’re used ultimately are human.”

We are in the midst of the largest ICT4D experiment ever. In 2009 there were over 4.5 billion active mobile phone accounts, more than the entire population of the world older than twenty years of age. The cell phone is overtaking both television and radio as the most popular consumer electronic device in history. Some 80 percent of the global population is within range of a cell tower, and mobile phones are increasingly seen in the poorest, remotest communities.

These numbers prompt suggestions that there is no longer a “digital divide” for real-time communication. Yet any demographic account of mobile have-nots will show them to be predominantly poor, remote, female, and politically mute. Whatever the case, if the spread of mobile phones is sufficient to help end global poverty, we will know soon enough. But, if it doesn’t, should we then pin our hopes on the next new shiny gadget?

A fun and essential 16 minute watch for any parent IMHO – Ken Robinson’s May 2010 TED talk “Bring on the learning revolution!”:

A few snippets which I like:

• And I was up in San Fransisco a while ago doing a book signing. There was this guy buying a book, he was in his 30s. And I said, “What do you do?” And he said, “I’m a fireman.” And I said, “How long have you been a fireman?” He said, “Always, I’ve always been a fireman.” And I said, “Well, when did you decide?” He said, “As a kid.” He said, “Actually, it was a problem for me at school, because at school, everybody wanted to be a fireman.” He said, “But I wanted to be a fireman.” And he said, “When I got to the senior year of school, my teachers didn’t take it seriously. This one teacher didn’t take it seriously. He said I was throwing my life away if that’s all I chose to do with it, that I should go to college, I should become a professional person, that I had great potential, and I was wasting my talent to do that.” And he said, “It was humiliating because he said it in front of the whole class, and I really felt dreadful. But it’s what I wanted, and as soon as I left school, I applied to the fire service and I was accepted.” And he said, “You know, I was thinking about that guy recently, just a few minutes ago when you were speaking, about this teacher,” he said, “because six months ago, I saved his life.” (Laughter) He said, “He was in a car wreck, and I pulled him out, gave him CPR, and I saved his wife’s life as well.” He said, “I think he thinks better of me now.”
  
   
  
• You know something? Human communities depend upon a diversity of talent, not a singular conception of ability. And at the heart of our challenges — (Applause) At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem. When I arrived in L.A. about nine years ago, I came across a policy statement, very well-intentioned, which said, “College begins in kindergarten.” No, it doesn’t. (Laughter) It doesn’t. If we had time, I could go into this, but we don’t. (Laughter) Kindergarten begins in kindergarten.
  
   
  
• A friend of mine once said, “You know, a three year-old is not half a six year-old.” (Laughter) (Applause) They’re three. But as we just heard in this last session, there’s such competition now to get to kindergarten, to get to the right kindergarten, that people are being interviewed for it at three. Kids sitting in front of unimpressed panels, you know, with their resumes, (Laughter) flipping through and saying, “Well, this is it?” (Laughter) “You’ve been around for 36 months, and this is it?” (Laughter) “You’ve achieved nothing, commit. Spent the first six months breastfeeding, the way I can see it.” (Laughter) See, it’s outrageous as a conception, but it attracts people.
  
   
  
• And he [W.B. Yeats] says, “I’ve got something else, but it may not be for you.” He says this: “Had I the heavens embroidered cloths and wrought with gold and silver light of blue and the dim and the dark cloths of night and light and the half light, I would spread the clothes under your feet; but I, being poor, have only my dreams; I have spread my dreams under your feet; tread softly because you tread on my dreams.”
  
   
  
  And every day, everywhere, our children spread their dreams beneath our feet. And we should tread softly.

Full interactive transcript and more details available on the TED site. On the subject of parenting, Julia Sweeney’s talk – about “the talk” – will also appeal to most parents :-)

Ken’s bio: http://www.ted.com/speakers/sir_ken_robinson.html