Updated Discussion on Dynabook (markdown)

Discussion-on-Dynabook.md

@@ -114,7 +114,7 @@ I take a different approach by first looking at the existing reality in educatio
 
 So you mean that especially designed hardware and software must be created, after analyzing the "realities" of the classroom. Then, if we don't want to start with intuitions but facts, and if we don't want to reproduce bad practices but the best ones (the reality of the classroom can be that the teacher is a bad teacher), we need that analysis before designing anything. Or at least a theory about what this reality is. 
 
-In the second place we don't think we have the capacity to design hardware from scratch, we can only choose between the hardware options available. And as regards software, only the application layer is realistic, and the environment in which it is used.
+In the second place we don't think we have the capacity to design hardware from scratch, we can only choose between the hardware options available. And as regards software, only the application layer is realistic.
 
 **---JR**: About the **reading** skill. Above you have written
 > Dynabook intends to replace all these paper materials, notebooks and textbooks
@@ -127,7 +127,9 @@ and you have quoted research about the advantages of reading on paper, not on sc
 
 **--HF**: Yes I know some. The first difficulty is the access to the digital textbook. As one can understand, publishers can not always provide the textbooks on digital form, free to use and to modify on deployed devices. However some publish textbooks under a free documentation license. Such publishers and professional teacher organizations should be favored and involved. However this is an aspect out of the scope of the present Dynabook project. Although deploying Dynabook will not make sense if the involved educational institution has not secured the access to digital textbooks. The second difficulty is "are the devices fit to the task" or is it a tool that degrades the experience of using a textbook?
 
-**---JR**: It's an issue to discuss whether textbooks in pdf format are an improvement over paper textbooks. Yes, one saves weight and they can be reproduced infinitely, but the psychological proprieties and affordances of interacting with them are different, and they keep on being closed external resources neither created nor modified by the teacher. Maybe what you are thinking about are free atomic learning resources for the teacher to reuse, modify, mix, etc. This is not new, it's the way I worked some ten years ago (I'm retired now). But I'll tell you this is difficult to generalize because it's much more work for the teacher and because the students have the idea that computers and smartphones are tools for communicating and for playing, but not for learning; I found a resistance after the inicial surprise. And it's for us to prove that studying a text on a screen 
+**---JR**: It's an issue to discuss whether textbooks in pdf format are an improvement over paper textbooks. Yes, one reduces weight on the backpack and they can be reproduced infinitely, but the psychological proprieties and affordances of interacting with them are different, and they keep on being closed external resources neither created nor modified by the teacher. Maybe what you are thinking about are free atomic learning resources for the teacher to reuse, modify, mix, etc. This is not new, it's the way I worked some ten years ago (I'm retired now). The resources exist; they have been written in flash, java, javascript, smalltalk, html5... time after time. But I'll tell you this is difficult to generalize because it's much more work for the teacher to find, assess, adapt, etc. and because the students have the idea that computers and smartphones are tools for communicating and for playing, but not for learning (you were right: the learning machine is a myth because the internet BigTech has created wants consumers, not learners); I found a lot of resistance after the inicial surprise. And we need research to prove that studying a lesson on a screen yields the same as studying it on paper.
+
+Anyway I myself can't find an argument for interactive atomic learning resources independent from a constructivist perspective.
 
 **--HF**: