At the middle school, the entire seventh grade is taking part in the science of sports project to fulfill the new research requirement. The students are creating a database of their individual running times, first in sneakers and then in alternate footwear, and evaluating how variables like height, gender, birth date and shoe type affect speed. They will present their findings in a research paper or PowerPoint presentation.

“I learned that I move faster without my shoes,” said Jermaine Brown, 13. “This is really fun, and it’s better than sitting in class.”

OK, the kids will use PowerPoint and possibly a word processor, and probably a spreadsheet app. But technology is simply part of the educational environment in these schools, so it's barely mentioned in the article. (Textbooks aren't mentioned at all, of course.)

What's striking is that underlying the article is the sense of motivation--of students, of teachers, of parents--that results from the sheer joy of learning and from the particular joys of discovering or guiding the discovery of ideas and information. Sure, technology can be a motivator, especially in circumstances where computers are still unusual or at least not ubiquitous. But it's the activities themselves that are--and that need to be--the centerpieces of student learning.

The project that I'm looking at in Yemen has faced a lot of challenges, some of which revolve around Internet connectivity. Students and teachers report that they are experimenting with collaborative learning--which is one of the project's objectives. They are also reporting strong increases in student motivation and even students' attendance. (And this, we can assume, is a dataset that teachers report reliably.) But they are not reporting much collaboration with students in other schools and other countries.

Is this a problem?