Multicultural Education & Technology Journal

Purpose – The purpose of this paper is to study the values of children using Minimally Invasive Education (MIE) kiosks and identify any changes in these values as a result of using the kiosks.

Design/methodology/approach – The sample consists of 85 children residing at the Vivekananda Camp. There are 44 boys with an average age of 11.62 years and 41 girls with an average of 11.75 years. Average education level of these children is up to the 8th class. Girls generally stop going to school after the 8th class as they are expected to prepare for marriage. The evaluation is based on the 12 key universal values specified (for children between 8 and 14 years) by the Living Values Educational Program, which are: peace, respect, cooperation, freedom, happiness, honesty, humility, love, responsibility, simplicity, tolerance, and unity. A questionnaire based on the above values is developed. Originally, the questionnaire consisted of 30 situational-based questions with multiple choices. In the present paper, values at two time points are studied. First time point is during August 2004, prior to kiosk installation and second time point after seven months of exposure to MIE kiosk (April 2005).

Findings – The results clearly indicate that there has been a shift in the importance given to values by children prior to the learning station and after working for seven months at the learning station. It is interesting to note a shift in the range itself. In August 2004, the range was between 41 percent (helping others) and 79 percent (honesty) and in April 2005 it is from 46 percent (helping others) to 82 percent (politeness). In other words, values have moved up or gained more importance in the lives of the children. Apart from honesty and tolerance where a dip in the post-phase is found, no change is perceived in academic excellence (74 percent) and religion (66 percent). For the remaining six values, there has been an increase in how strongly children feel that existence of these values in the post-phase (ambition, politeness, kindness, consideration, teamwork, and cooperation).

Originality/value – Young children can develop values through their own experiential behavior and modeling. The paper shows that learning at MIELS emerges as an ongoing process, embedded in the environment.