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It says that children can learn with internet without any intervention from outside -like a teacher. When the topic is not defined, children can learn what they want. But for some specific topics, they at least need the very first idea -a question, sometimes even a pre-designed system of information and instruction. Are we too much interfering to students' learning process?

Such educational frameworks support the trend of shift from teacher-centeredness to student-centeredness. In the past, when we need to ask something, we asked to our elders- in school, to teachers. Now, we have an additional elder, the internet. It can answer almost anything. In that sense, the impact of the technology can not be ignored. The idea of providing internet access to places that is scarce in terms of teachers is reasonable - which also supports the idea of distance education. Besides, bringing technology is easier and cheaper than bringing a teacher with resources. However, we still need teachers as -cliche but vital term- "facilitators" and regulators in self-learning process. It is necessary for constructivism as well as child-driven education or for any other self-learning methods. Someone is needed for wrapping-up the knowledge gained, for assessing the results, for remedying circumstances that obstruct the learning process, for deciding goals or organizing goals to be attained, and for secure and heuristic browsing on the internet. In that sense, I support the idea of "self organized learning environments" as Mitra offers, but also I contend that there should be teachers around these environments for facilitating. In short, we should not quit important elements of education while trying to make it better.

I believe although computers and instructional softwares are amazing to enhance the effectiveness of instruction, they are not enough. They are always limited. It is impossible to load them all possible questions of students and their responses. Moreover, none of the computers or softwares would be able to fulfill students' emotional and motivational needs. There is also the uniqueness of the students; not all of the students would enjoy a computer-based education. Lastly, as a science educator when I think for my area; it is never the same to make an experiment on computer and in a laboratory. Students learn better when they are actively engaged in an experiment and seethe results with their eyes.

This is one of Dembo's book about motivation and learning strategies for college success. I wish I found the book earlier in the beginning of my undergraduate degree :). Nonetheless, I think it can be still useful for future academic career.

Thanks for your sharing. I will print this as soon as possible.

President of Institute of Humane Education give a talk. Web page of the institute: http://www.humaneeducation.org/ From their web site: Humane education includes 4 elements: Providing accurate information (so we have the knowledge to face challenges); Fostering the 3C's: curiosity, creativity, and critical thinking (so we have the tools to meet challenges); Instilling the 3R's: reverence, respect, and responsibility (so we have the motivation to confront challenges); Offering positive choices and tools for problem solving (so we will be able to solve challenges).

in another talk about humanistic education ( http://www.youtube.com/watch?v=wxvMqhxt-SI ) the speaker gave credit to this talk so I wanted to share it with you.

I could not find anything to say about my purpose while sharing this video. The only think that I can say is that I liked and could not help sharing it :)

This is another explanatory video for technology integration with the aim of engaged, motivated students, interactive classrooms and better academic outcomes.

when ı watch this video, I realised that in little age we can create learning enviroment without losing motivation and active participation. You can find also kindergarten or higher level version of this video on youtube. Behaviorism signs can be seen in it. Because repetition of whole sentences is the learning way for this classroom. Thıs seems to be effective but another issue is the permanence of knowledge. I hope it is permanent that it seems very enjoyful class.

I also appreciate the class environment used in the video. Gestures, repetitions, practice on their own in pairs, materials were collaboratively used, which is very nice and especially very beneficiary for the 1. grade.

Hope to see a similar result for Fatih project.

Here I think the most important phrase is "when used properly". "Peggy Johnson, Qualcomm's president of global market development, believes that the improvement comes because students using smartphones have easier access to information at any time of day or night. They are also able to keep in contact with their classmates and even their teachers, which helps them stay on top of everything that goes on in school." When students have enough motivation to allocate more time to use these devices for such activities stated above, the finding that their learning is increased can be supported. Here again we reach the conclusion: How to use technology is important, since it is just a tool, and can well be used as a toy instead of educational material.

Is this a case of learning or transfering the existing information without assimilating or accommodating into the classroom environment via technology? I think the meaning of learning is also changing. In near future, there will be no learning like we do I guess.