【转】朋友的博文：一块来说说阻碍现代教育技术普及的因素有哪些？
xiaov liu
计算机是上帝送给穷人最好的礼物。——温世仁 （出处）
有人转贴了玛丽玛丽哞的一个帖子《一个老师能被电脑取代，他就该被取代》，介绍了英国纽卡斯尔大学的一个教育科技专家Sugata Mitra于1999年起开始在印度进行“墙中洞”(hole in the wall)的儿童教学实验。一群儿童在没有成人的指导下，而且操作界面也是英文的情况下，通过观察、相互启发和实践，“学会使用电脑”，浏览网页、甚至在这一过程中学会了简单的英文。所以，Sugata Mitra在TED大会上半开玩笑地说：Teachers that can be replaced by a computer, shold be. （一个老师能被电脑取代，他就该被取代）。
如果开个玩笑能解决问题那当然最好，呵，但他的玩笑仍然是一个非常值得认真探讨的话题：
对于游戏、网络，包括电视、博物馆等能够模拟、展示生活某些情境的各种学习方式，当前的教育似乎仍缺乏深入的探讨和重要的实践。即使在很多环境下，缺乏优秀的师资长期以来都是不容忽视的现实，仍认为科技仅限于作为一种教育的辅助手段，而不是说作为解放老师、释放学生潜能的工具来认识。
附：一个vc查立的一篇文章值得我们思考：
2、另外，首先在边远地区推广现代教育技术，这一点非常重要。任何学校教育可能都不如把孩子们把一个丰富的世界带到他们面前更直接、影响更深远。学 校教育也需要更积极地在和学生一起探索怎么在市场经济和互联网开启的这个“商品丰饶”、“信息丰饶”、“知识丰饶”的社会中学习和生存，并在这个过程中来 重新寻找自己的定位。
在乡村教育，包括NGO的教育实践中，这一点仍没有引起足够的重视。许多人因为各种各样的原因，甚至都没有敢去想过。建议大家可以从自己的周围入手，调查一下、列一列这些阻碍了现代教育技术普及的因素都有哪些，我们可以集中起来讨论，看怎么逐一排除这些因素。
附：已故“科技游侠”温世仁先生在我们大陆西部省份发起的“千乡万才工程”（又称“数字希望工程”）供大家参考：
千乡万才工程
http://www.yellowsheepriver.com
西部故事——温世仁长子发起的项目
http://www.westchinastory.com
--
旅行改变世界！
Traveling makes a better world!
Xiaov&Love&Peace&Travelling&Music
yalong
那个，有点理解不了，这个人在说什么。普及现代教育技术？怎么定义的现代教育技术，是有计算机就算现代了？或者是教育理念上现代化了。
如果是计算机的话，那不用说，最大的问题就是没钱了。
yalong
转一篇朋友的博文：一块来说说阻碍现代教育技术普及的因素有哪些？计算机是上帝送给穷人最好的礼物。----温世仁 （出处）
有人转贴了玛丽玛丽哞的一个帖子《一个老师能被电脑取代，他就该被取代》，介绍了英国纽卡斯尔大学的一个教育科技专家Sugata Mitra于1999年起开始在印度进行"墙中洞"(hole in the wall)的儿童教学实验。一群儿童在没有成人的指导下，而且操作界面也是英文的情况下，通过观察、相互启发和实践，"学会使用电脑"，浏览网页、甚至在这一过程中学会了简单的英文。所以，Sugata Mitra在TED大会上半开玩笑地说：Teachers that can be replaced by a computer, shold be. （一个老师能被电脑取代，他就该被取代）。
如果开个玩笑能解决问题那当然最好，呵，但他的玩笑仍然是一个非常值得认真探讨的话题：
1、我想起以前许多小孩是怎么学会玩游戏，而且一些游戏是英文版的。在我们老家，以前英语到 初中才开始教，但是许多小学生，尤其是男孩子，都去跑游戏厅玩游戏，常常是一两个孩子玩，几个孩子围着看，游戏里显示的、说的都是英语，把着游戏机的孩子 玩得很投入，周围的孩子指点地也很投入。我印象最深的一句好像是"You Win"，当他们打过通关了还是什么，就有那么一句，孩子们就特别高兴。也没有人教他们，甚至老师、家长经常是限制他们，不让去玩游戏，但他们的确在游戏 中学到了很多。对于游戏、网络，包括电视、博物馆等能够模拟、展示生活某些情境的各种学习方式，当前的教育似乎仍缺乏深入的探讨和重要的实践。即使在很多环境下，缺乏优秀的师资长期以来都是不容忽视的现实，仍认为科技仅限于作为一种教育的辅助手段，而不是说作为解放老师、释放学生潜能的工具来认识。
附：一个vc查立的一篇文章值得我们思考：
2、另外，首先在边远地区推广现代教育技术，这一点非常重要。任何学校教育可能都不如把孩子们把一个丰富的世界带到他们面前更直接、影响更深远。学 校教育也需要更积极地在和学生一起探索怎么在市场经济和互联网开启的这个"商品丰饶"、"信息丰饶"、"知识丰饶"的社会中学习和生存，并在这个过程中来 重新寻找自己的定位。
在乡村教育，包括NGO的教育实践中，这一点仍没有引起足够的重视。许多人因为各种各样的原因，甚至都没有敢去想过。建议大家可以从自己的周围入手，调查一下、列一列这些阻碍了现代教育技术普及的因素都有哪些，我们可以集中起来讨论，看怎么逐一排除这些因素。
附：已故"科技游侠"温世仁先生在我们大陆西部省份发起的"千乡万才工程"（又称"数字希望工程"）供大家参考：
西部故事----温世仁长子发起的项目
http://www.westchinastory.com
chao wang
yalong
那么再来看一下这些钱的用途。小孩儿，上学要买书。全家人，会生病的。孩子长大了，结婚的时候怎么办，修房子，基本的装修，女方的聘礼。实在没有精神生活，忙够了一季度，打个小牌。这些钱，都是从每年2400的收入里面去减的。我想，他们肯定不会去买2000块的电脑。
yalong
chao wang
关于钱的问题：还是有很多人的收入来源很少，对于200美元的电脑是负担不起的。在路上，跟一些出来打工的农民工兄弟聊天了解到。如果他们在家里面，闷着头去种地的话。每次粮食收起来后，除去自己吃的部分，剩下的大概能卖到800RMB。一年能有两次或者三次收成，也就是每年收入最多能有2400RMB。
那么再来看一下这些钱的用途。小孩儿，上学要买书。全家人，会生病的。孩子长大了，结婚的时候怎么办，修房子，基本的装修，女方的聘礼。实在没有精神生活，忙够了一季度，打个小牌。这些钱，都是从每年2400的收入里面去减的。我想，他们肯定不会去买2000块的电脑。
yalong
2009/6/18 chao wang <emailc...@gmail.com>
有一些因素是無法排除或者難以排除的比如基礎的通訊設施的建設，沒有互聯網，像OLPC這種數位終端的用處就很小了，尤其是偏遠山區，連電線都沒有，更不用說網線了，不過說不定有錢人可以捐個WiMax Bus啥的：）再就是教育方式的問題，伯克利，MIT都把教學視頻放上網上很久了，貌似也沒弄出個所以然來，現在也有很多大學提供網上教育，但我在美國的大學里接觸到的朋友,大家都一致認為 線上課 什麽都學不到。 這個問題也不是可以一蹴而就的，雖然現代教育不像古琴，書畫等技藝必須口傳心授，但是教師跟孩子的交流仍是必不可少的。還有就是錢的問題了。貌似這次OLPC給都江堰的1000臺電腦也不全是通過那個買一贈一捐贈的，有些就是直接捐贈。所以OLPC那個籌錢方式似乎不是很有效。其實一台OLPC的價格還算平價，但是後續的電費，網費不是每個貧困家庭or學校能夠承擔的吧。尤其是基於現在的網上教學只能起個輔助作用，更不可能有人花200美元去買這個玩具了。《抹平數位落差的部落格行動車胖卡 PunCar》
2009/6/18 yalong <agin...@gmail.com>
恩，我是玩着街机，红白机长大的。Game over./Ready go!看多了自然了解意思。
那个，有点理解不了，这个人在说什么。普及现代教育技术？怎么定义的现代教育技术，是有计算机就算现代了？或者是教育理念上现代化了。
如果是计算机的话，那不用说，最大的问题就是没钱了。
yalong
2009/6/18 xiaov liu <xiao...@gmail.com>
转一篇朋友的博文：一块来说说阻碍现代教育技术普及的因素有哪些？
计算机是上帝送给穷人最好的礼物。----温世仁 （出处）
有人转贴了玛丽玛丽哞的一个帖子《一个老师能被电脑取代，他就该被取代》，介绍了英国纽卡斯尔大学的一个教育科技专家Sugata Mitra于1999年起开始在印度进行"墙中洞"(hole in the wall)的儿童教学实验。一群儿童在没有成人的指导下，而且操作界面也是英文的情况下，通过观察、相互启发和实践，"学会使用电脑"，浏览网页、甚至在这一过程中学会了简单的英文。所以，Sugata Mitra在TED大会上半开玩笑地说：Teachers that can be replaced by a computer, shold be. （一个老师能被电脑取代，他就该被取代）。
如果开个玩笑能解决问题那当然最好，呵，但他的玩笑仍然是一个非常值得认真探讨的话题：
1、我想起以前许多小孩是怎么学会玩游戏，而且一些游戏是英文版的。在我们老家，以前英语到初中才开始教，但是许多小学生，尤其是男孩子，都去跑游戏厅玩游戏，常常是一两个孩子玩，几个孩子围着看，游戏里显示的、说的都是英语，把着游戏机的孩子玩得很投入，周围的孩子指点地也很投入。我印象最深的一句好像是"You Win"，当他们打过通关了还是什么，就有那么一句，孩子们就特别高兴。也没有人教他们，甚至老师、家长经常是限制他们，不让去玩游戏，但他们的确在游戏中学到了很多。
对于游戏、网络，包括电视、博物馆等能够模拟、展示生活某些情境的各种学习方式，当前的教育似乎仍缺乏深入的探讨和重要的实践。即使在很多环境下，缺乏优秀的师资长期以来都是不容忽视的现实，仍认为科技仅限于作为一种教育的辅助手段，而不是说作为解放老师、释放学生潜能的工具来认识。
附：一个vc查立的一篇文章值得我们思考：
2、另外，首先在边远地区推广现代教育技术，这一点非常重要。任何学校教育可能都不如把孩子们把一个丰富的世界带到他们面前更直接、影响更深远。学校教育也需要更积极地在和学生一起探索怎么在市场经济和互联网开启的这个"商品丰饶"、"信息丰饶"、"知识丰饶"的社会中学习和生存，并在这个过程中来重新寻找自己的定位。
在乡村教育，包括NGO的教育实践中，这一点仍没有引起足够的重视。许多人因为各种各样的原因，甚至都没有敢去想过。建议大家可以从自己的周围入手，调查一下、列一列这些阻碍了现代教育技术普及的因素都有哪些，我们可以集中起来讨论，看怎么逐一排除这些因素。
附：已故"科技游侠"温世仁先生在我们大陆西部省份发起的"千乡万才工程"（又称"数字希望工程"）供大家参考：
千乡万才工程
http://www.yellowsheepriver.com西部故事----温世仁长子发起的项目
http://www.westchinastory.com
xiaov liu
方学能 Sidney
这是一位香港义工分享的： http://jessemcv.blogspot.com/2009/06/laptops-and-appropriate-technology.html
嗯，还是把整篇抄下来好了，我不知道 blogspot 有没有被 block.....
I have been giving a lot of thought lately to the term, "appropriate
technology." The term became a buzz word a while back in the realm of
development and foreign aid. The principal behind it being that
developing countries should be given technology that will mesh with
their lifestyle and current state of development. Proponents of the
theory would argue against giving undeveloped areas medical or
educational aid which relied too heavily on electricity or consistent
access to technology. This could include anything from x-ray machines
to computer based learning tools.
Several years ago during a service project in India I saw remote
villages that had benefited greatly from low tech borehole wells. The
wells have no electronic parts and can be easily fixed with basic hand
tools. They represent a project that would fall under the
classification appropriate technology. Projects like this, and those
that focus on soil reclamation and improved farming practices have
provided significant improvement in peoples lives in a sustainable
fashion. In the same village where I had seen the boreholes, I also
saw the remnants of a failed electrification project. Several years
back a centralized solar system had been installed to power basic
electronic devices such as radios and lamps. After 6 months the
battery had died, and without access to new acid or the electronics
knowledge necessary, the equipment had been dismantled and was being
used decoratively in the chief's house. Ironically, I was visiting the
village with a team from college who were installing a solar lighting
system. At the time I secretly wondered whether our equipment would
eventually be used aesthetically, but the time and effort I had
invested in the project made it easy to ignore such thoughts. A year
later I heard rumors that the solar systems were still in use, but to
subsequent news I have not been privy. Overall, the experience lead me
to question the practicality of technological projects in remote
areas.
After returning home I began reading about the One Laptop per Child
(OLPC) movement. The organization was started by an MIT professor who
wanted to bring computing to the children of the 3rd world. His idea
was that by building a rugged laptop aimed at children, you would
create a tech savvy population ready to utilize the technology
necessary for development. The website featured many idyllic photos of
children typing away on custom green laptops in the shadow of thatched
mud huts. Aside from wanting to play with the laptops, which were
admittedly pretty cool, I was skeptical. I simply could not imagine
the laptops succeeding in places like the village I had visited in
India. I thought the project was bound to confirm that those boring
appropriate technology people were right.
Fast forward several years to today. I start the day as normal. This
means waking up to no power and no water. That fine, I am prepared for
this now and quickly wash down the bread I had baked the night before
with the water I had presciently set aside. I journey to school where,
in the half hour before classes start, I quickly outline my lectures
for the day. In form 1 we are starting acids and bases, this means two
things: first, an excursion to the supply room, and second, that I
will end the day with acid burns from lack of protective equipment.
Although the school is woefully ill equipped for labs, a smattering of
grants and donations over the years has left the school with some
surprising equipment. Recently, during an afternoon of snooping, I
found a cabinet full of chemicals (most improperly labeled), a brand
new electronic scale (without batteries), and a water deionizer (wrong
type of plug). Luckily for me, though unfortunate for the students,
the stash remains untouched, locked away in a room which the other
teachers seem nervous to enter for fear they might break something. My
sense of entitlement, fostered by a childhood and adolescent in
America, leaves me with no such trepidation, and I frequently hunt
down the keys and go searching for something to spice up my next
lesson.
I have made it a goal to do at least one lab per class per week.
Sometimes the lab is basic; last week I rigged up a water-alcohol
solution over a candle to illustrate the principals of distillation.
After some of the stunts I pulled in COOL Science (a science outreach
club at Colorado College), the stuff I do now seems down right lamb.
Amazingly though, the students are always a great audience. During the
distillation demo I actually got cheers when the water started to
boil. I know these kids cook at home so boiling water shouldn't be too
exciting. Perhaps it is because these kids never get demos at school.
Except for a sedimentation demo I once saw a teacher do (he
ingeniously used sand and a coke bottle), I have never seen another
teacher do a demo. This is a shame, since with some improvising and a
little ingenuity our basic supplies can make some passable educational
demos.
Today I was hoping to find anything labeled acid or base, and if I'm
lucky, something with a chemical formula and a stated concentration. I
was in the back of the room, trying to hold my breath because I had
just accidentally kicked a box full of unlabeled white powder, when I
saw a box of with a green cord protruding. Through a crack in the box
I saw a green bevel and I was filled with disbelief. Yes!; it was a
box with 15 pristine OLPC green laptops. The first thing I did, after
doing a kick ass acid-base demo with color changing indicators, was
spend the day playing with the laptops.
The laptops got some things very right and some things very wrong. A
linux variant is used which is smart, since due to the proliferation
of pirated software in Malawi, every computer expends half its energy
following the instructions of viruses and spyware. Another smart idea
is the mesh network, which automatically creates an adhoc network
between all OLPC laptops in range. This is great for doing activities
and lessons between the computers. A feature which allows two people
to work on the same document is quite fun. Jes and I's collaboration
quickly digressed into an exchange of dirty words that ended with a
small food fight. Still, I think the feature holds promise for those
who show a little more maturity. The biggest drawback of the laptops
is that they are designed for primary school aged children. This is a
problem for two reasons. First, young children in Malawi rank slightly
above a goat in the social order, so are very unlikely to ever get
their hands on the laptop. Second, the games and applications that
come preloaded are of limited practical use for the secondary students
or adults who are likely to have access to the laptop.
Access is the key issue here. I found the laptops buried in a supply
room and judging from the dust on the box, they had been there for a
while. I conspicuity took two laptops to the teacher room and started
running loud attention grabbing programs. Within minutes every teacher
was huddled behind my desk, taking excitedly about the laptops. Most
teachers had never seen the laptops before and expressed disbelief
that I had found them in the supply room. This is nothing new, I often
hear the head science teacher exclaim, "oh, we had that did we," when
I return from the supply room with some scientific contraption. Some
veteran teachers (teachers who have been here more than 1 year),
recalled with nostalgia when the laptops had arrived, but seemed
unaware they still existed. Apparently after a short foray, they were
stored away for safe keeping with every other useful item the school
owns.
A week has passed now, and I have dutifully charge two laptops every
night and delivered them to the teacher's room every morning. After
years of doing fundraising projects, I have a pet peeve for donor
dollars going to waste. Someone shelled out a lot of money for the
laptops, and until now, they might have invested in Chrysler for all
the good it's doing. Slowly the teachers have been cracking the green
lids of the laptops and trying them out. Throughout the week, several
teachers have asked whether they could take the laptops home. I made
it clear that the computers did not belong to me, and encouraged them
to check one out from the school. This is something the teachers are
entirely free to do, but the moment I suggest entering the stockroom
their interest fades. I don't get it; the administration does nothing
to discourage teachers from using supplies. The principal even
mentioned she wished the teachers would better utilize the resources
we do have. I got the first sign that my plan was working today when
the computer teacher asked if he could use the laptops in class to
illustrate networking. Because they don't have MS Office he can't use
them in his normal lessons, so it might just be Jes and I for a while.
I took the laptops into my form 1 classes today as a treat for
completing their physical science course work. After a stampede to the
front of the room, the students were putting the term childproof to
the test. I hadn't until today appreciated the vocabulary that has
evolved with the assimilation of the computer into everyday life. A
quick instruction to use the mouse left kids furtively looking to the
corners of the room for rodents. An instruction to click a button had
half the class pushing on the screen. One kid sat in front of the
computer, hands folded in his lab, giving verbal commands to no avail.
Big cheers erupted when the students realized that moving their finger
on the front of the laptop moved the curser. I honestly think moving
the curser around would have amused most the class for the entire
period. Needless to say the laptops were a big hit. I don't think they
can ever be used for education purposes, but as an introduction to
computers use they are invaluable.
At the end of the day I am still asking myself if the computers are
worth the money spent on them. The cost of the laptops was about
$2300, enough to pay the tuition for 23 students for a year. Jes and I
plan on using them occasionally, but I suspect that after we leave
they will be relegated back to the stockroom. The computer teacher may
use them to illustrate networking, but without commercial software, he
can't use them regularly in his classes. I am afraid that in the case
of MCV the tech project has failed. In many ways the OPLC laptops at
MCV illustrate why high-tech projects are so risky. The computer
required charging, a difficult proposition with intermittent power, no
converters, few plugs, and no power strips. The laptop design also
failed to accommodate the population to which they were given. These
inconveniences, combined with a lack of prerequisite computer
knowledge, doomed the project and wasted thousands of dollars. This
example would seem to demonstrate why appropriate technology should be
embraced and high-tech projects dismissed. However, living in Malawi I
have been exposed to a perspective which also should be given
credence.
Please, for a moment, put yourself in the shoes of a Malawian. If
someone gave you a choice between a textbook and a laptop, what would
you choose? The answer is simple, you would choose the laptop. It is
more interesting, more novel, and unequivocally cooler. The Malawians'
choice, and their motivations, would be the same. Malawians want they
same things as you or I. They want a developed economy, cars,
computers, and advanced medical care.
The problem with appropriate technology is that you are giving people
what they need, without advancing them towards a lifestyle that they
want. You are making a judgment about what is best for the person. I
think that Malawians should have a voice in the aid they receive. It
is not the place of the 1st world to tell the 3rd that they should be
happy with better crop yield and fresh water while forgoing the
technological amenities we enjoy. In developed countries, I have
noticed a tendency to idealize rural or village life. In magazines
like Natural Geographic, large vibrant pictures of thatched huts and
traditional garb convey a quant lifestyle. The subsistence lifestyle
may be quaint, but it also has some very serious drawbacks. If people
want to continue living traditionally, let them. However, those who
desire a more modern life should also be supported.
A developed lifestyle doesn't come from bore-hole wells; it comes from
more radical investments in technology. Without crazy projects like
OLPC, a computer movement will never begin, and people will be trapped
in a way of life with inherent disadvantages. A perfect example is
illustrated in the book, Mountains Beyond Mountains. In Peru's peasant
populations, Paul Farmer treated multi-drug resistant tuberculosis
with state-of-the-art medication, often spending tens of thousands of
dollars per patient. At the time, the therapy was considered too
expensive and impossible without access to 1st world medical
facilities. Nearly all of Farmer's patients responded to treatment,
creating a paradigm shift in the field of tuberculosis care. The
expensive drugs were certified for 3rd world application causing use
to rise and prices to plummet. Farmer took a large risk and it paid
off big. A similar but smaller risk was taken with the laptops at MCV.
In the case of the laptops no benefit was realized, which begs the
question, should the risk have been taken. It is impossible to answer
such as question because one never knows what the outcome will be. All
that is known for certain is that if enough projects are attempted,
eventually one will succeed.
This is not an argument for high tech aid any more than it is an
argument for appropriate technology. I personally think the two models
of assistance need to go hand in hand. Dollar for dollar, the low tech
stuff will always work better. I still believe the basics: food,
water, health, and shelter need to come first. I am still skeptical of
projects like OLPC. However, I also realize that the lifestyles people
want will never transpire without higher risk projects. I believe that
hardnosed pragmatism needs to be tempered with an acknowledgement of
what people want from their lives. If people want development, and
they do, the higher risk ventures are needed. Many projects like
OLPC's and Farmer's will fail, but sometimes they will succeed, and
when they do, they will do more to advance people's quality of life
than appropriate technology ever could.
On Jun 19, 11:36 am, xiaov liu <xiaov....@gmail.com> wrote:
> 很开心看到大家的交流~以后大家有什么好的分享也欢迎po出来交流~
> 关于wangchao提到的基础建设的问题，的确存在。OLPC从一开始最想支持的是那些贫困山区的孩子，他们师资极为缺乏。我去过中国很多很多乡村学校，不能说用OLPC替代老师的角色，而是为他们提供了一种可能和选择。我记得最初OLPC还设计过手摇发电，我想也是考虑到乡村用电问题。不过还好OLPC现在的耗电量很小。在尼泊尔探访的时候，他们的两所试验学校也是和Nepal
> Wireless 合作，保证网络通畅。
>
> 关于钱的问题，是个大问题，上次香港的义工们说也在寻找其他的厂家，以降低成本。现在推广较好的国家都是政府采购。其实我在做OLPC的义工的时候我的朋友也质疑，现在有很多学校没有好的校舍、没有好的老师、没有好的图书馆、还有好多孩子没法上学，为啥你要推广这个有点"贵"的"玩具"？我想这也是大多数人的质疑。其实我觉得这个问题不是问题。国内有很多公益组织都在开展助学活动，比如支持贫困孩子上学、比如培训乡村教师、比如修建校舍、比如捐书建图书室.....都在从某个层面去支持乡村教育。有的支持很直接、feedback也很快；有的支持算是细水长流，很难评估。正是因为乡村学校需要的支持太多，而我们也看到了数字鸿沟在城乡教育中的问题，才会去寻找解决的方法。我想OLPC的project或许不是最佳，但是是一种可能和尝试，如果我们喜欢，那就做点什么吧~：）
>
> 对了，关于olpc asia的一些工作进展，大家可以登陆http://dev.olpc.asia/index.html
> 查看。另外，香港的朋友Lorreta也在我们的group里了，她可以分享更多香港方面的工作，我尽快把其他香港的义工们都加进来，这样可以有更多互动。
>
> 谢谢大家！
>
> 2009/6/19 chao wang <emailchaow...@gmail.com>
>
>
>
> > I am totally agree.
> > If we assume the OLPC can replace the elemetary education, the I am sure
> > the family could afford because it cost much more for a family to support a
> > student to finish 6 years elemetary education than an OLPC. Unfortunately,
> > at least so far, the OLPC can not dominate the education.
>
> > 2009/6/18 yalong <aginob...@gmail.com>
>
> >> 关于钱的问题：还是有很多人的收入来源很少，对于200美元的电脑是负担不起的。在路上，跟一些出来打工的农民工兄弟聊天了解到。如果他们在家里面，闷着头去种地的话。每次粮食收起来后，除去自己吃的部分，剩下的大概能卖到800RMB。一年能有两次或者三次收成，也就是每年收入最多能有2400RMB。
>
> >> 那么再来看一下这些钱的用途。小孩儿，上学要买书。全家人，会生病的。孩子长大了，结婚的时候怎么办，修房子，基本的装修，女方的聘礼。实在没有精神生活，忙够了一季度，打个小牌。这些钱，都是从每年2400的收入里面去减的。我想，他们肯定不会去买2000块的电脑。
>
> >> yalong
> >> 2009/6/18 chao wang <emailchaow...@gmail.com>
>
> >>> 有一些因素是無法排除或者難以排除的比如基礎的通訊設施的建設，沒有互聯網，像OLPC這種數位終端的用處就很小了，尤其是偏遠山區，連電線都沒有，更不用說網線了，不過說不定有錢人可以捐個WiMax
> >>> Bus啥的：）
>
> >>> 再就是教育方式的問題，伯克利，MIT都把教學視頻放上網上很久了，貌似也沒弄出個所以然來，現在也有很多大學提供網上教育，但我在美國的大學里接觸到的朋友,大家都一致認為
> >>> 線上課 什麽都學不到。 這個問題也不是可以一蹴而就的，雖然現代教育不像古琴，書畫等技藝必須口傳心授，但是教師跟孩子的交流仍是必不可少的。
>
> >>> 還有就是錢的問題了。貌似這次OLPC給都江堰的1000臺電腦也不全是通過那個買一贈一捐贈的，有些就是直接捐贈。所以OLPC那個籌錢方式似乎不是很有效。其實一台OLPC的價格還算平價，但是後續的電費，網費不是每個貧困家庭or學校能夠承擔的吧。尤其是基於現在的網上教學只能起個輔助作用，更不可能有人花200美元去買這個玩具了。
>
> >>> 分享個連結：http://chinese.engadget.com/2008/06/18/puncar/
> >>> 《抹平數位落差的部落格行動車胖卡 PunCar》
>
> >>> 2009/6/18 yalong <aginob...@gmail.com>
>
> >>> 恩，我是玩着街机，红白机长大的。Game over./Ready go!看多了自然了解意思。
> >>>> 那个，有点理解不了，这个人在说什么。普及现代教育技术？怎么定义的现代教育技术，是有计算机就算现代了？或者是教育理念上现代化了。
>
> >>>> 如果是计算机的话，那不用说，最大的问题就是没钱了。
>
> >>>> yalong
>
> >>>> 2009/6/18 xiaov liu <xiaov....@gmail.com>
>
> >>>> 转一篇朋友的博文：*一块来说说阻碍现代教育技术普及的因素有哪些？<http://blog.sina.com.cn/s/blog_470600c70100e9ea.html>
> >>>>> *
>
> >>>>> *计算机是上帝送给穷人最好的礼物。----温世仁* （出处<http://www.yellowsheepriver.com/news/060901_1.php>
> >>>>> ）
>
> >>>>> 有人转贴了玛丽玛丽哞 <http://marymaryhome.blogspot.com/>的一个帖子《一个老师能被电脑取代，他就该被取代<http://marymaryhome.blogspot.com/2009/05/blog-post_15.html>
> >>>>> 》，介绍了英国纽卡斯尔大学的一个教育科技专家Sugata Mitra<http://www.ted.com/index.php/speakers/sugata_mitra.html>于1999年起开始在印度进行"墙中洞"(hole
> >>>>> in the wall)的儿童教学实验。
> >>>>> 一群儿童在没有成人的指导下，而且操作界面也是英文的情况下，通过观察、相互启发和实践，"学会使用电脑"，浏览网页、甚至在这一过程中学会了简单的英文。所以，Sugata
> >>>>> Mitra在TED大会 <http://www.tedtochina.com/>上半开玩笑地说：Teachers that can be
> >>>>> replaced by a computer, shold be. （一个老师能被电脑取代，他就该被取代）。
>
> >>>>> 如果开个玩笑能解决问题那当然最好，呵，但他的玩笑仍然是一个非常值得认真探讨的话题：
> >>>>> 1、我想起以前许多小孩是怎么学会玩游戏，而且一些游戏是英文版的。在我们老家，以前英语到初中才开始教，但是许多小学生，尤其是男孩子，都去跑游戏厅玩游戏，常常是一两个孩子玩，几个孩子围着看，游戏里显示的、说的都是英语，把着游戏机的孩子玩得很投入，周围的孩子指点地也很投入。我印象最深的一句好像是"You
> >>>>> Win"，当他们打过通关了还是什么，就有那么一句，孩子们就特别高兴。也没有人教他们，甚至老师、家长经常是限制他们，不让去玩游戏，但他们的确在游戏中学到了很多。
>
> >>>>> 对于游戏、网络，包括电视、博物馆等能够模拟、展示生活某些情境的各种学习方式，当前的教育似乎仍缺乏深入的探讨和重要的实践。
> >>>>> 即使在很多环境下，缺乏优秀的师资长期以来都是不容忽视的现实，仍认为科技仅限于作为一种教育的辅助手段，而不是说作为解放老师、释放学生潜能的工具来认识。
>
> >>>>> 附：一个vc查立的一篇文章值得我们思考：
>
> >>>>> 玩游戏比读书好的科学依据<http://column.chinaventure.com.cn/u/chali1/archives/2009/1419.shtml>