Social effects: Difference between revisions
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== Intellectual development of pupils == |
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Irrespective of specific content and software a laptop appears to be likely to promote the intellectual development of pupils but what negative effects are conceivable? |
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; games : Interesting games can create a strong motivation to prefer games over learning. This is especially true for pupils without sufficient education ([http://en.wikipedia.org/wiki/Media_literacy media literacy]) or guidance to select appropriate content or software. The problem could be addressed with [[mentoring]], which would promote the required media literacy twice: For the pupil as a protégé and later for the pupil as a mentor. |
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== Intellectual gap between pupils and adults == |
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The sudden increase in intellectual development can create a gap with potential for conflict between pupils and adults. The problem could be addressed with adult education and especially [[Parent_education_courses|parent education]]. Parent education for [[mentoring|mentors]] could create a connection between adult education and the education of pupils, which seems likely to facilitate mutual understanding and tolerance. |
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== Pupils overqualified for the regional labor markets of developing countries == |
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Pupils who have made good use of the potential for education are likely to be highly qualified and may be overqualified for the regional labor market. |
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A logical consequence could be the goal to encourage pupils to be creative and to develop initiative to create new opportunities. [[Model_farm_simulator|Economic simulations]] and virtual student companies can help pupils to learn the required skills early. Access to further knowledge (e.g. [http://en.wikipedia.org/wiki/Encyclopedia_of_Life_Support_Systems Encyclopedia of Life Support Systems]) may also be useful. |
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[[Category:Technological_impact_assessment]] |
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Latest revision as of 08:38, 30 July 2013
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