Minimally Invasive Education

Dr. Mitra's work suggests that children's learning about computers as a tool reflects the most basic way of learning - which existed before schools. In the experiments where children were left on their own to use ICT without the guidance of a teacher, they did exactly what early man, or a baby would naturally do - they tinkered with the device. By fiddling around they learnt about various features and discovered how the devices could be used to add to their existence. 

Mitra's work reflects some of Vygotsky's perceptions. Spontaneous learning bears a close resemblance to what the Indian experiments showed. In spontaneous learning, children learn based on observation and interacting with the world around them in an informal way; this was exactly what was seen in the Indian experiments where children used the computers set up at kiosks or in walls in public spaces. Without guidance, the children were able to discover and learn. Furthermore, the elements learning through collaboration was also evident where one child would help to guide another through various procedures. Again, this all comes down to the very basis of learning - learning for the sake of knowing and utilizing information rather than through a 'schooled' system that streamlines concepts (necessary for measurement of information passed on and knowledge standards) and have a heavy focus on grades.

When it comes to ICT in school, Mitra's work clearly has shortcomings.  Schools are primarily based on structure. There are curricula to follow with specific goals and thresholds to achieve. It therefore means that leaving students to learn in the manner of Mitra's experiments may not allow for the development of a particular skill set as fast as is necessary for the purpose needed. For instance, if the Geography curriculum requires that a student must send an email with photo attachments of certain land features to a student at a collaborating school in their second week of the course, that student has two weeks in which to develop that ICT skill. On his/her own it may take a month to find that feature, while some students may already know how to do it, or may figure it out in a day. So in the school setting, more structured learning will be necessary to effectively utilize the skills for specific purposes. Of course this doesnt mean that the students cant learning in a manner that mirrors Mitra's methods. As I opined in an earlier post about Spontaneous Learning, the teacher can create a framework that, while structured, creates a space for students to be spontaneous in their learning - a marriage of the two concepts.