social networking effect at hiwel kiosks amongst children

8/12/2019 Social Networking Effect at HiWEL Kiosks Amongst Children

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CASE STUDY

Social networking effect atHiWEL kiosks amongst children

Ritu DangwalDepartment of Educational Technology, Centre for Research in Cognitive Systems,

NIIT Institute of Information Technology,New Delhi, India, and

Preeti KapurDepartment of Psychology, Daulat Ram College, University of Delhi,

New Delhi, India

Abstract

Purpose The purpose of this paper is to study the values of children using MinimallyInvasive Education (MIE) kiosks and identify any changes in these values as a result of using thekiosks.

Design/methodology/approach The sample consists of 85 children residing at the VivekanandaCamp. There are 44 boys with an average age of 11.62 years and 41 girls with an average of 11.75 years.Averageeducation level of these children is up to the 8th class. Girls generally stop going to school afterthe 8th class as they are expected to prepare for marriage. The evaluation is based on the 12 keyuniversal values specified (for children between 8 and 14 years) by the Living Values EducationalProgram, which are: peace, respect, cooperation, freedom, happiness, honesty, humility,love, responsibility, simplicity, tolerance, and unity. A questionnaire based on the above values isdeveloped. Originally, the questionnaire consisted of 30 situational-based questions with multiple

choices. In the present paper, values at two time points are studied. First time point is during August2004, prior to kiosk installation and second time point after seven months of exposure to MIE kiosk(April 2005).

Findings The results clearly indicate that there has been a shift in the importance given to valuesby children prior to the learning station and after working for seven months at the learning station.It is interesting to note a shift in the range itself. In August 2004, the range was between 41 percent(helping others) and 79 percent (honesty) and in April 2005 it is from 46 percent (helping others) to 82percent (politeness). In other words, values have moved up or gained more importance in the lives ofthe children. Apart from honesty and tolerance where a dip in the post-phase is found, no change isperceived in academic excellence (74 percent) and religion (66 percent). For the remaining six values,there has been an increase in how strongly children feel that existence of these values in thepost-phase (ambition, politeness, kindness, consideration, teamwork, and cooperation).

Originality/value Young children can develop values through their own experiential behavior andmodeling. The paper shows that learning at MIELS emerges as an ongoing process, embedded in theenvironment.

Keywords Children (age groups), Education, Social networks, Social values, Experiential learning, India

Paper typeResearch paper

The current issue and full text archive of this journal is available at

www.emeraldinsight.com/1750-497X.htm

The authors duly acknowledge Professor Sugata Mitra of Newcastle University, whoconceptualized this idea and without whose help, this paper would not have been possible.

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Technology Journal

Vol. 3 No. 4, 2009

pp. 290-305

q Emerald Group Publishing Limited

1750-497X

DOI 10.1108/17504970911004291


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IntroductionChildren in the age group of 8-14 years are able to learn basic computing skills on theirown, irrespective of who or where they are. This has been clearly established throughcurrent research (Mitra, 2000, 2003). These research results indicate a new learning

culture in connected environments. In the last five years, these experiments, oftenreferred to as the hole in the wall project, have provided data that support theemergence of two major themes:

(1) The learning of basic computing skills by groups of children in shared, publicspaces.

(2) The emergence and development of social processes, within which theabove-stated learning takes place.

The present paper addresses the second theme, the appearance and manifestation ofsocial group processes. It is argued that the emergence of a group is of utmostimportance, since the group becomes fundamental in the process of learning basic

computing skills. The group also leads to behavioral changes in the children. Childrennot only collaborate with other children in order to learn computing skills, but they alsolearn the basics of socially acceptable behavior.

The present paper is a pilot study that highlights the emergence of the group,termed as social networking and its influence upon the observed behavior of childrenworking on the computers. A brief background of the research work is provided tounderstand this shared process of learning.

Background of the studyThe initial experiments were conducted at Kalkaji, New Delhi, by NIIT Limited, asoftware and training institute, through its Center for Research in Cognitive Systems.Currently, the work is being continued by Hole-in-the-Wall Education Limited, a

collaboration between NIIT and International Finance Corporation, a subsidiary of theWorld Bank.

The first experiment involved the installation of computers into openings in brickwalls. Hence, the name, the hole in the wall experiment. The location of the computerwas at a public place. The objective of the experiment was to provide the children witha computer in their natural environment, such that there is easy accessibility to thecomputer, designed for use by young children, and free from adult intervention. Theresults indicated that children were capable of browsing, playing games, paintingpictures, chatting, e-mailing, constructing documents, and even acquiring formalinstruction (Frontline/World, 2002; Education Guardian, 2000; Businessweek Online,2000; Mitra, 2000, 2003; Wullenweber, 2001; Inamdar, 2004). Such learning was definedas minimally invasive, indicating the process children learnt computing skills withnone or minimal intervention from adults.

According to Mitra:

[. . .] acquisition of basic able computing skills by any set of learners can be achieved throughincidental learning provided the learners are given access to a suitable computing facility,with entertaining and motivating content, and some minimal (human) guidance.

He calls this Minimally Invasive Education (MIE). To prove this, he conducted aseries of experiments by giving free and appropriate computer and internet access to

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underprivileged children in the age group 8-14 years in rural/urban locationsthroughout India. The experiments consist of providing computers to children in safe,public, locations such as a school playground. Currently (October 2004), 90 computershave been placed in 23 locations all over India (more than 500 children have been

covered by this research).All the experiments reported that children were able to learn to use computers and

the internet on their own, irrespective of their intellectual maturity, social, cultural oreconomic backgrounds (Mitra and Rana, 2001). In an interview with Business Week,Mitra (2000, March 2) equates computer literacy as being the same for children andadults, except the children create their own metaphors to attain computing skills. Notonly this but also it was apparent that children went beyond computer literacy:

[. . .] The desire of the children to learn and their curiosity drives them to explore theenvironment in order to satisfy their inquisitiveness. As the children explore the environmentthey relate their new experience with their previous experience and thereby new learningtakes place. The implications of the results of the experiments are not just restricted tocomputer literacy but education in general [. . .] (Mitra, 2000).

Literature reviewExtensive research work and theories have been propounded by psychologists andresearchers on how children learn and nearly all of them have stressed the importance ofsocial interaction and peer learning. According to Vygotsky (1978), Learning processtakes place in the presence of groups of children collaborating together. Vygotskystheory was an attempt to explain consciousness as the end product of socialization.His theory is complementary to the work of Bandura on social learning and a keycomponent of situated learning theory.

Knowledge is a product of the activity, context, and culture, in which it isdeveloped and used (Brown et al., 1989, p. 32). Lave and Wenger (1991) and Wenger

(1998) have spoken of communities of practice. They see learning as socialparticipation rather than the acquisition of knowledge. Forman argues thatcommunication between partners allows for a co-construction of hypotheses bymeans of sharing different perspectives (see Forman and Cazden, 1985; Forman andKraker, 1985, as referred to by Rogoff, 1990, p. 177).

[. . .] Humans are active, growth-oriented organisms [. . . and it is part of theirdesign] to engage [in] interesting activities, to exercise capacities, [and] to pursueconnectedness in social groups (Rogoff, 1990, p. 229). However, these natural humantendencies do not take place automatically, they require social contexts [. . . which]provide the appropriate developmental lattice upon which an active, assimilative, andintegrated nature can ascend (Ryan and Deci, 2000, p. 76).

Brown et al. (1989) emphasized the idea of cognitive apprenticeship. A key concept toexplain learning from each other, without direct instruction, is the principle ofapprenticeship (Rogoff, 1991, p. 349). The collaborative process seems to lead to a levelof understanding unavailable in solitary endeavour or noncollaborative interaction(Rogoff, 1990, p. 178).

The importance of social dynamics among children cannot be ignored. And thisaspect, of group emergence, and, constant and continuous dialogue and interactionamongst children has become the central and fundamental essence of minimallyinvasive learning.

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Present studyGiven the MIE kiosk (this consists of computers built into openings in brick walls inpublic spaces, see Plate 1) does the child learn only computing skills? Repeatedanecdotal evidence, interviews with parents, teachers, and community members have

clearly indicated that there is more to it than just learning computing skills. There aresigns that children who work at the kiosk undergo certain positive behavioral changes.Dr Mitra, the originator of MIE Kiosk wanted to study whether behavioral changescould be indicative of changes in values amongst the children.

For the study, a test was identified to measure the salient values among children ofVivekananda Camp, New Delhi, before and after a MIE kiosk had been installed. Thepresent research is a pilot study and needs to be replicated at other MIE Kiosks.

Description of Vivekananda CampThis slum area is located behind one of Delhis most affluent schools, the AmericanEmbassy School. Population of the slum is around 1,000 with approximately 260

families. Residents here have migrated mostly from the northern parts of India. Theycome from states such as Rajasthan, Bihar, Haryana, and Uttar Pradesh, the majoritybeing from Rajasthan. The men work as gardeners, sweepers, embassy drivers,mechanics, and so on, while some have set up small tea-stalls or shops selling items ofdaily use. The women work as maids in nearby embassies or are housewives. On theaverage, men are educated up to the 8th class, a few having completed the 10th class.The women are educated up to the 4-5th class, while some are illiterate. Incomes varyfrom Rs. 2,500 to Rs. 4,500 (USD 50-90) per month.

Plate A playground computer

village KalludevanahalBangalore, Ind

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The first part of this paper describes the process of social networking, the backgroundagainst which the children learn both computing skills and socially acceptable forms ofbehavior. A model of the process of social networking is presented. The second partdescribes the findings of a study designed to evaluate the influence of the kiosk on the

behavior of the children.

Social networking and MIEThe learning cycle in MIE consists of a child or group of children (two or threechildren) exploring on the computer and inadvertently realizing the usage of certaincomputer icons. This form of group-based discovery happens continuously until basiccomputing skills are learnt. Of importance here is that the group is fluid, flexible, opento outside influence, and, incorporating all those aspects necessary to maintain thesocial network. Another important feature is that, since the group is flexible and open,members of the group can change. Groups evolve over time and new groups emerge.

While groups may change, their structure and function remain the same. Each childlearns computing skills with the help of others. Social networks form as one childapproaches another for information.

Social networking is a process of linking, that is, the way a child connects withanother to create and construct a network or a social group that she/he can dependupon to acquire information, as and when she/he needs it. Interviews with children andsociometery (research in progress) has revealed that children often approach eitherpeers, younger and/or older brothers and/or sisters, acquaintances, any one working onthe computer at that given point in time, or at times any person perceived asknowledgeable one who has some knowledge about computers. With time the childworking at the computer develops a structured network to obtain information andlearn computing skills. Thus, two complementary aspects emerge:

A group of children organize themselves, such that each child learns and benefits from thegroup, while the group benefits from each child.

The process at work is as follows:

. the children recognize when and what information is needed;

. they somehow locate and obtain this from a range of sources;

. they evaluate it, use it, and then share it with other children; and

. these interactions amongst heterogeneous groups of children, goes on toinfluence their behavior.

And:

Social networking describes the process of connecting individuals via peers, friends, relatives,strangers, and acquaintances to become a persons personal network.

It is important to realize the power and impact of the personal network. While familyand its influence are of importance to the growing child, there is increasing evidencethat peer group influences may be even greater (Surowiecki, 2005). Peer groupinteractions allow the exploration of relationships and values outside the family. Peersocial interaction, which characterizes much of adolescent life, and socially interactive

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experiences lead to adopting those relevant socially desirable responses as learntfrom peers.

Social networking and behavioral changesObservations and anecdotes by parents, teachers and community members havesuggested that children who learn computing skills also undergo certain behavioralchanges. Their understanding of behavioral changes refers to helping their friendsto solve a problem, working together, learning not to shout when a teacher asks aquestion, but to raise their hands and wait for the teachers sign to answer, organizingthemselves at the kiosk,, etc. These changes as reported by parents, teachers andprincipals have been attributed to the very nature of the MIE kiosks.

The dynamics around the kiosk involves the following:

. the gathering of children around the kiosk, as the initial process of socialnetworking;

. the formation of group structures;

. the continuous interaction between children and significant others (anyonehaving computer knowledge) leading to social networking;

. learning computing skills; and

. the resulting group dynamics that impacts behavior and values of children.

Two important processes are simultaneously at work:

(1) Children derive their motive for a given value based upon interaction withsignificant others, who may be peers, friends, acquaintances or adults.

(2) Children learn from each other.

Social networking helps in learningThe kiosk provides children with an environment where, if they want to learn to usethe computer, they must:

. learn to share;

. cooperate, collaborate, and assist others;

. be patient, yet persistent; and

. be observant, amongst many other related aspects of behavior.

In short, the kiosk offers the child with a context where it creates not only anenvironment of discovery, but also aided discovery to learning. Learning is not onlyrestricted to computer skills alone, but also encompasses all those basic beliefs that

guide and motivate our daily lives. Keeping in mind the above discussion, it can be saidThe kiosk provides an environment of group learning conducive for children to learnacceptable modes of behavior.

It is interesting to note here that the environment of the public MIE kiosk seems toencourage children to do all of the types of learning enumerated by the UNESCO(Delors et al., 1996; Delors, 1996) namely:

. learning to know;

. learning to do;

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. learning to live together; and

. learning to be.

The studyPrimary objectiveTo study the values of children using MIE kiosks and identify any changes in thesevalues as a result of using the kiosks. We realize that other factors contribute tochanges in the values of a child as well. However, in this case, it is difficult to establisha control group that is comparable to the experimental group, since all the children ofthe slum are users of the kiosks. Our conclusions, therefore, will have to takeinto account any external influence the children may have during the experimentalperiod.

Sample of childrenOur sample consists of 85 children residing at the Vivekananda Camp. There are 44

boys with an average age of 11.62 years and 41 girls with an average of 11.75years. Average education level of these children is up to the 8th class. Girlsgenerally stop going to school after the 8th class as they are expected to prepare formarriage.

Tools usedOur evaluation is based on the twelve key universal values specified (for childrenbetween 8 and 14 years) by the Living Values Educational Program (Association forLiving Values Education International, 1996), which are: peace, respect, cooperation,freedom, happiness, honesty, humility, love, responsibility, simplicity, tolerance, andunity. A questionnaire based on the above values was developed. Originally, thequestionnaire consisted of 30 situational-based questions with multiple choices. Given

below are a few sample questions:(1) Putting birds in a cage:

. saves and protects the birds;

. takes away their freedom; and

. I do not know.

(2) I pray:

. seldom;

. every day; and

. never/cannot say.

(3) What will happen if you try to do a big job all by yourself?. will be able to finish it on time;. will not be able to finish it; and

. may need help.

During second administration, it was revealed that only 12 questions yielded adequateresponse. Hence, the analysis is based on the results of these 12 questions. The childrenwere asked to rate each value in terms of its relative importance to them.

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Results

Pre- and post-phase

In the present paper, we have studied values at two time points. First time point is

during August 2004, prior to kiosk installation and second time point after seven

months of exposure to MIE kiosk (April 2005). Table I gives a comparative list of values

in the order of preference at the two time points, i.e. August 2004 and April 2005.

A one-line description is given below of what the children mean by a particular

value:

. Honesty (acknowledging mistakes) in terms of whether acknowledging the

wrongdoing or keeps quiet.

. Ambition is to have a purpose in life, striving for something in the future.

For example, one may seek a good job, good performance, etc.

. Tolerance (towards sibling) is being able to accept and accommodate a person

(sibling in this case).

. Academic excellence (parental happiness) the actions/acts, which make parents

very happy and contented.

. Politeness what do they like the most in others in terms of the way they talk?

. Religion how important is religion to them?

. Consideration what qualities do they like most in their friends?

. Teamwork situation that requires a cooperative rather than a competitive

environment.

. Kindness decisions in the consciousness of being responsible for social welfare.

. Cooperation and helping is it possible to complete a big job alone or help is

required.

Table I reveals two major categories. It indicates the predominance of pro-social values

in the lives of the young children. These include kindness, honesty, tolerance,

politeness, teamwork, consideration, and cooperation and helping. The second

category refers to personal domain, namely, academic excellence, and knowledge for a

better future, religion also plays a role in the lives of the children.

Values August 2004 (%) April 2005 (%)

Honesty (acknowledging mistakes) 79 74.5

Academic excellence (parents happiness) 74 74Ambition (to improve future) 73 81Religion (praying to god) 66 66Tolerance (towards sibling) 63 46.5Politeness (a quality they like in others) 61 82Kindness (not hurting others) 56 64Quality in friendship consideration 53 61Teamwork (tackling a big task together) 53 56Cooperation and helping (helping others) 41 46

TableTop ten values of focu

group children at twtime poin

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Figure 1 clearly shows that there has been a shift in the importance given to values bychildren prior to the learning station and after working for seven months at thelearning station.

It is interesting to note a shift in the range itself. In August 2004, the range was

between 41 percent (helping others) and 79 percent (honesty) and in April 2005 it isfrom 46 percent (helping others) to 82 percent (politeness). In other words, values havemoved up or gained more importance in the lives of the children.

Apart from honesty and tolerance where we find a dip in the post-phase, no changeis perceived in academic excellence (74 percent) and religion (66 percent). For theremaining six values, there has been an increase in how strongly children feel thatexistence of these values in the post-phase (ambition, politeness, kindness,consideration, teamwork, and cooperation).

Gender differencesOn examination of Figure 2, it is clear that for some values the pattern observed is

similar for both girls and boys, whereas there is a distinction in the salience of valuesas perceived by boys vs girls (Table II).

Similar patterns:

. The value for honesty and tolerance has decreased for both girls and boys in thepost-phase.

. The value for ambition, politeness, consideration, kindness has increased forboth the genders.

. The importance for academic excellence remains same for both the groups in pre-and post-phase.

Figure 1.Top ten values at the twotime points August 2004and April 2005

Values overtime

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Dissimilar patterns:

. The value for religion has increased in girls and decreased in boys.

. The value for teamwork and co-operation has decreased in girls but hasincreased in boys.

DiscussionThe above results highlight the critical role played by peer groups in not only achievingbasic computing skills but also suggest that while achieving computer literacy, certainpositive behavioral changes also take place in these young children. Of salience is thestudy of children in natural environment, MIE, as opposed to highly structuredclassroom settings. Previous research by Mitra (2003) revealed the nature of incidental

Figure Top ten values at two tim

points for girls and boy

Gender difference in values (pre & post phase)

0.00%

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Girls Aug-04 Girls Apr-05 Boys Aug-04 Boys Apr-05

Girls (%) Boys (%)Values August 2004 April 2005 August 2004 April 2005

Honesty (acknowledging mistakes) 83.3 80.5 76 61Ambition (to improve future) 71 83 75 80Tolerance (towards sibling) 65.5 54.5 60 44.5Academic excellence (parents happiness) 66 66 82 82

Politeness (a quality they like in others) 68 83 55 82Religion (praying to god) 61 78 70 55Quality in friendship consideration 51 63 55 59Teamwork (tackling a big task together) 66 61 41 52Kindness (not hurting others) 59 63 55 64Cooperation and helping (helping others) 49 41 34 50

Table ITop ten values of girls v

boys at the two timpoin

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learning of computing skills by groups of children. The current paper indicatesthe emergence of group processes at MIELS and interplay of dynamic social processes.The installation of computers in open places allows the children to explore, experimentand share their discovery with other children. Most importantly, the group processes

encourage young children to attain desirable end states or behaviors. Hence, incidentallearning of basic computing skills (Mitra, 2003) now comes to include social aspects oflearning.

According to Marsick and Watkins (1986, p. 187):

[. . .] Incidental learning is defined as a spontaneous action or transaction, the intention of

which is task accomplishment, but which serendipitously increases particular knowledge,skill, or understanding. Incidental learning, then, includes such things as learning from

mistakes, learning by doing, learning through networking, learning from a series of

interpersonal experiments.

Learning computer literacy or values has taken place through collaborative effort andsocial networking. When children are provided easy access to computers they learnbasic computer skills and also socially acceptable behavior. The nature of the MIELSenvironment is such that each child appears to learn the necessity to be polite, share,cooperate, and indulge in teamwork. These values start to gain prominence in theirinteraction at the MIELS, and finally seem to become a part of their ongoing actiontendencies.

Knowing what is right versus doing what is rightA persistent question that has been raised periodically is can values be taught? if sohow, and the nature of its role in everyday life. Values are of importance because of theneed to develop and nurture values that will enable children to know and do the rightthing. Politeness and team work, as the above results indicate, are easy concepts tounderstand, yet it needs translation into first, a relevant context and second, theexperiential component so as to allow the child to appreciate its relevance in everydaylife. The personal experiential component of values determines the difference betweenknowingwhat is right and doingwhat is right.

Thus, the value of MIE is in providing the necessary social networking contextthat each child has to face and accept. Being part of the social networking meansadhering to the conditions required to remain as a critical element of the group, thatis, the willingness to make changes in self to obtain the necessary information aboutcomputers. Hence, if is necessary to be polite, or, indulge in team work then thechild is likely to adopt this change and most importantly, she/he comes to value it.

Further, in order for the child to value politeness she/he must have experiencedthe condition of impoliteness, for him to now realize the salience and value ofpoliteness.

What is of importance are the values that are learnt as a consequence of the learningcontext prevalent at MIELS. Further, values are to be understood in relation to theactions and deeds, and not in abstraction. The child needs observable, experientialevidence that exemplifies the exercise and salience of the value. And, the social groupwithin which each child at the MIELS is interacting with provides this.

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Collaborative effort: benefits of group learningPeer-related learningThe above results are indicative of the salient pro-social values for children family,elders, and community members are central in childhood, but we live most of our adult

life with those who are not family, so preadolescence and early adolescence is atransitional period during which besides family bonds the young folks explorerelationships and values outside their family. The average age of the children at thekiosk is 11-12 years. These children are at the threshold of adolescence. Peer socialinteraction characterizes much of adolescent life, and social interactions with peergroup are often more appealing. Hence, the influence of this group learning or socialnetworking is likely to be of greater significance.

Experiential learning in groupsFinally, learning values from experience is the most significant. For values to be ofsalience, particularly for young children, value learning must be based uponexperiential learning. Values are imbibed more from examples of people andexperiences of life, rather than from abstract ideas, neither can values be taught in astructured setting, for example, in a school setting. Yes, the child can be made aware ofthe importance of a given value/s, but it is only experience in and experience with agiven context/situation that a child will learn to appreciate the worth of a value/s. Twoimportant processes are simultaneously at work. First, children derive their motive fora given value based upon interaction with significant others. Research is more inclinedtowards believing that learning does not take place in isolation. In fact, backgroundand culture of the learner is equally important in the learning process. Backgroundhelps shape the knowledge and truth that the learner creates, discovers, and attains inthe learning process (Wertsch, 1997). This has been championed by socialconstructivists who encourage the learner to arrive at his or her version of the truth,

influenced by his or her background, culture or embedded worldview.Young children develop their thinking abilities by interacting with other children,adults, and the physical world. Children learn from the elders in the family, theneighborhood and community. But more significant is the learning children adopt fromeach other. Peer group collaborative learning provides an environment to enrich thelearning process. Introducing interactive partners into a system creates more realisticsocial contexts, thereby increasing the effectiveness of the system. Such anenvironment would help sustain the students interests and would provide a morenatural learning habitat. As Piaget pointed out, collaborative learning has a major rolein constructive cognitive development. His theory is consistent with the other popularlearning theories (particularly Vygotsky) in emphasizing the importance ofcollaboration. Piaget felt that interaction between peers is equally shared. This

contrasts adult-child or teacher-student interactions, where usually the former isin control and the latter characteristically follows what the former professes, thus notfollowing his/her own natural learning process.

Learning is an active, social processSocial constructivist scholars view learning as an active process where learners shouldlearn to discover principles, concepts, and facts for themselves, hence the importance ofencouraging guesswork and intuitive thinking in learners (Brown et al., 1989;

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Ackerman, 1996). Kukla (2000) argues that reality is constructed by our own activitiesand that people, together as members of a society, invent the properties of the world.Other constructivist scholars agree with this and emphasize that individuals makemeanings through the interactions with each other and with the environment they live

in. Knowledge is thus a product of humans and is socially and culturally constructed(Ernest, 1991; Prawat and Floden, 1994). McMahon (1997) agrees that learning is asocial process. He further states that learning is not a process that only takes placeinside our minds, nor is it a passive development of our behaviours that is shaped byexternal forces and that meaningful learning occurs when individuals are engaged insocial activities.

Vygotsky (1978) also highlighted the convergence of the social and practicalelements in learning by saying that the most significant moment in the course ofintellectual development occurs when speech and practical activity, two previouslycompletely independent lines of development, converge. Through practical activity achild constructs meaning on an intrapersonal level, while speech connects this meaning

with the interpersonal world shared by the child and her/his culture.According to Brookfield (1986), the most exciting, memorable, and profoundmoments in learning are those in which individuals stumble into insights andperceptions of which they had previously been aware. Such moments can rarely beplanned beforehand in precise terms, though the facilitator can encourage a learninggroup culture that will make the likelihood of such moments occurring much stronger(p. 220).

ConclusionThe following aspects arise:

(1) Young children can develop values through their own experiential behavior andmodeling. Peer group social networking creates realistic social contexts, therebyincreasing the effectiveness of the MIE learning system.

(2) Values emerge in a social context; they are connected to needs and motives ofhuman beings. Hence, values become the cognitive and emotional matrix thatdiffer on individual basis, yet have universal applications. Results at MIELS arelikely to have implications for young children to develop certain life skills.

(3) On a different note, MIE research provides inputs, which change ourunderstanding and definition of learning. At MIELS, children are not onlyattaining computing skills but also adopting positive behavior. Hence, learningis not a separate or independent activity, but rather consists of a group ofactivities. Learning at MIELS emerges as an ongoing process, embedded in theenvironment:

. Young children are open to experience, they are willing to observe, receive,and participate in-group activities.

. They respond to group behavior by participating in-group activitiesactively.

. Peer-related group learning is of importance as interaction with peerscharacterizes adolescent life.

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Further reading

Deci, E.L. and Ryan, R.M. (1993), Die Selbstbestimmungstheorie der Motivation und ihreBedeutung fur die Padagogik,Zeitschrift fur Padagogik, Vol. 39, pp. 223-38.

Deci, E.L. and Ryan, R.M. (2000), The what and why of goal pursuits: human needs and theself-determination of behaviour, Psychological Inquiry, Vol. 11, pp. 227-68.

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van Cappelle, F., Evers, V. and Mitra, S. (2004), Investigating the effects of unsupervisedcomputer use on educationally disadvantaged childrens knowledge and understandingof computers, Proceedings of CATaC 2004, Karlstad, Sweden, available at: www.it.murdoch.edu.au/catac

Vygotsky, L.S. (1962), Thought and Language, MIT Press, Cambridge, MA.Wertsch, J.V. (1985), Cultural, Communication, and Cognition: Vygotskian Perspectives,

Cambridge University Press, Cambridge.

Corresponding authorRitu Dangwal can be contacted at: [email protected]

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