EDUCATION AND TECHNOLOGY

Will the information-rich get richer and the information-poor get poorer? Will the divide shrink, or expand?. lt is gratifying to observe that vast numbers of grassroots efforts are being made on behalf of children by educational activists who, against all odds, are dotting the planet with experiments in computer- and Net-based learning.

Yet education offers a paradox. Developing countries look longingly at developed nations, with an eye toward copying their education systems. The sad truth, however, is that the Western notion of school stems from an industrial age in which the intellect of children is manufactured like Fords: instruction is a serial, repetitive process driven by strict norms of curriculum and age. lt has been pointed out, however, that such schools are an extreme form of age segregation. Six-year olds study with 6-year-olds, until next year, when they study with 7-year-olds. Age integration is a fundamental change we need to consider as part of revisiting the concept of school.

One-room schools are often believed to be a sad consequence of poverty. But instead of a problem, they may be a solution. These schools, which may make up as many as half the number of primary schools on the planet, are driven by the principle that young children should learn as close to home as possible. The result is an educational environment that is small, local, personal, and age-integrated and one that potentially provides a much richer lerning experience than larger schools in urban environments.