0:00:01.076,0:00:03.998
Here is the first meeting type,

0:00:03.998,0:00:06.329
done by creating a simple circle

0:00:06.329,0:00:08.926
and asking the children many questions

0:00:09.325,0:00:13.654
aimed at creating a connection between[br]things they know

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about concrete life and these concepts,

0:00:17.072,0:00:20.591
memory, Google, computer, internet,

0:00:20.591,0:00:22.887
which have substantially flattened[br]everything

0:00:22.887,0:00:24.852
... kind of a Russian salad.

0:00:24.852,0:00:27.509
At one point we brought out[br]an old computer

0:00:28.901,0:00:33.499
which they were free to explore.

0:00:33.922,0:00:37.558
They got excited, we put in on a table

0:00:38.161,0:00:42.017
and the objects got taken apart[br]and commented,

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always in the same questioning approach.

0:00:46.372,0:00:48.809
Spontaneous groups appeared,

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aiming at investigating some aspects[br]in depth.

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After about an hour, [br]the children were invited

0:00:55.043,0:00:56.153
to sit in a circle,

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which they speedily did,[br]to my amazement

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because they were really enthusiastic[br]about what they were doing

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and we suggested making a survey.

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They all volunteered to go [br]to the blackboard.

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Fortunately, the teachers made[br]the selection

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because I wouldn't have known[br]how to do that.

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The survey was about their habits,[br]video games

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the computer they use, tablets, etc.

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In the following clip, we see[br]the second meeting type

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where the children are offered[br]the four computer kits

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and the four video cameras.

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Children are divided into four groups[br]of four

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and roles get assigned:

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one child makes video recordings,[br]one writes the story,

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one draws and one works

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at building the computer [br]and will command it afterwards.

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Then they move to building

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and the meaning of the various parts[br]is explained to the children.

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The children build, write, document,

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and as you can see, [br]this is a slow approach.

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We also suggest that they use[br]the instruction booklet

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that they must try to follow.

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The booklet is written in English[br]but the illustrations are very clear.

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This also allows us to discuss[br]the meaning of some English words.

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They get help if they ask for it

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but always according to the principle[br]of minimal intrusion,

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just showing them

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then letting them enact what is shown,

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actually do the work.

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Always, or almost always, [br]they achieved the goal,

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and with great concentration,[br]as can be seen with this little girl.

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Collaboration is great too:[br]hands helping one another,

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not clashing, collaboration between[br]different roles.

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I was deeply impressed

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by the diligence of these children.

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Nothing like the idea I got [br]from public discourse

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on bad manners, restlessness,[br]superficiality.

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I felt that if children are respected[br]as persons

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and if they are offered things related[br]to their own reality,

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they are also, to my mind, [br]very, very disciplined.

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As to the myth that digital natives[br]will not use instruction booklets,

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it depends: if they are put in a situation[br]where the booklet helps, they use it

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as, for instance, [br]towards the non-trivial action

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of attaching correctly the delicate jack

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of the audio loudspeaker[br]to the computer's small card:

0:04:00.819,0:04:02.709
a delicate operation.

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Roles were managed informally:

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for instance, if a child got tired[br]of making video recordings

0:04:07.579,0:04:09.973
and another -- like this little girl --[br]asked to take over,

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we let her do it.

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Once the computer was built,[br]time was over, or almost over,

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so it was time for reading the texts.

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As it was late, I had offered [br]to disassemble the computers myself.

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To my surprise, the children asked instead

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if they could disassemble them themselves.

0:04:38.258,0:04:43.151
And they did it with impressive accuracy.

0:04:43.440,0:04:46.661
I found some boxes[br]-- they all put everything back

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but some but all parts back[br]

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exactly as they had found them, [br]with all wires coiled

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and each part at the right place.

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In the last part, the narrations[br]were read

0:04:59.623,0:05:01.680
the drawings were shown.

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The monitors only got connected[br]during the following meeting.

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Computers got built more quickly

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because the children already were[br]somewhat expert in that

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and then the monitors got connected,[br]and thus they were able to

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start exploring them.

0:05:18.328,0:05:21.234
They immediately found a game, Minecraft,

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with which they obviously started [br]at once to play

0:05:24.757,0:05:29.668
and in this case we let them play freely

0:05:29.668,0:05:32.652
so that they could find a link[br]with the world they know.