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We should have learning centers,
neighborhood electronic cottages. In a sense it's
going back to the pioneer days where you had small
schools with students of different ages and just one or
two teachers overseeing them and teaching many subjects.
- 1993
~~~
Educators and policy makers
currently see technology as a replacement for people.
This is not true. Rather, as John Naisbett said, we can
and must have High-Tech and High-Touch at the same time.
We can never afford to have one-on-one teacher-student
interactions all day. However, we can use technology ...
to have an actively engaged learner all of the time if we
use technology and people differently. The real
improvement for the learner is based on the degree of
active involvement in their learning. Whether one-on-one
with a teacher, para-professional, volunteer, or
computer; or in very small groups, we must engage their
minds in active-learning activities. - 1994
~~~
A new industry is being created in
America. We are beginning to create massive Data
Libraries. These contain all the books, drawings,
videotapes, audiotapes, lesson plans, experiments, and
other ways of storing information. Whereas five years ago
it might have been a college or neighborhood library, now
it is an electronic data source of limitless capability.
No one place will contain the information. - 1994
~~~
A learner will work with a
teacher/coach. That human will represent a high-touch,
caring, personalized tutor formerly only available to the
wealthy, who have had this type of individualized
learning for centuries. With the ability to use
technology to access information, guide learning
activities, assess progress, and provide both
individualized learning and assessment we may be able to
provide personalized learning for every person. The new
teacher will be a coach or learning facilitator, not a
subject expert. Subject expertise will be delivered
through telecommunications or from CD-ROMs and other
information sources. The teacher/coach will learn subject
competencies alongside the learner. - 1994
~~~
The middle class and the
impoverished classes have little or no access to this
emerging learning system. Moreover, the power
structure's avoidance of real re-structuring using
technology will further impoverish the un-powerful and is
increasing the gap between the haves and have-nots. -
1994
~~~
We will pay children to teach other
children, adults to teach adults, and children to teach
adults as well. A system of royalties will be created on
information-server networks, like America Online,
Prodigy, etc. As material is used, the provider earns
money, and as they consume other's ideas they pay
out. An electronic economic marketplace for ideas and
knowledge will be created. Schools may well begin this,
or perhaps be replaced by it. - 1994
~~~
With almost $400 billion being spent
on education at all levels, private industry sees the
delivery of learning as the largest untapped, or
under-utilized marketplace in America. With
fiberoptic-level broadband connectivity provided to every
home, business, and school building in America, they are
... buying textbook companies, curriculum producers,
computer software-development companies and other
components of the new age of multi-media learning. They
see no need to buy teachers - because 99 percent of
existing and newly graduating teachers are illiterate in
these new technologies, and many seem ideologically
opposed to using technology for learning. - 1994
~~~
The issues of the next several years
are both the means and methods of using technology to
improve educational productivity. As important is the
re-formation of public policy to ensure access to
everyone, whether rich or poor, urban or rural,
technology comfortable or ignorant. - 1994
~~~
Most public educators continue to
shun this revolution, but they will be among the missing
in the new learning system. Technology has a continuing
downward cost curve, and people always cost more. People
using technology will replace the overly expensive,
information-poor and isolated classrooms of today. Public
education has a choice. It will either actively embrace
these new technology-driven opportunities or be replaced
by private firms who will use them. - 1994
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