TED2006
Nicholas Negroponte: One Laptop per Child
ニコラス・ネグロポンテが「子供に1人1台ラップトップ」計画を語る
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MITメディアラボラトリーの創始者であるニコラス・ネグロポンテが、どのようにして「子供に1人1台ラップトップ」計画を通じて100ドルラップトップを作り、配布するのかを語ります
Nicholas Negroponte - Tech visionary
The founder of the MIT Media Lab, Nicholas Negroponte pushed the edge of the information revolution as an inventor, thinker and angel investor. He's the driving force behind One Laptop per Child, building computers for children in the developing world. Full bio
The founder of the MIT Media Lab, Nicholas Negroponte pushed the edge of the information revolution as an inventor, thinker and angel investor. He's the driving force behind One Laptop per Child, building computers for children in the developing world. Full bio
Double-click the English transcript below to play the video.
00:24
I've been at MIT for 44 years.
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私は44年MITにいて、TEDの第１回にも参加しました
00:27
I went to TED I.
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ここにいる中では私以外に1人だけです
00:29
There's only one other person here,
I think, who did that.
I think, who did that.
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リッキー主催の頃に参加したTEDでは全て
00:32
All the other TEDs --
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00:33
and I went to them all,
under Ricky's regime --
under Ricky's regime --
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メディアラボの活動をお話しました
00:36
I talked about
what the Media Lab was doing,
what the Media Lab was doing,
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00:38
which today has almost 500 people in it.
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現在は約500人が働いています
先週、私がメディアラボを辞めたと報道されましたが
00:41
And if you read the press,
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00:43
last week it actually said
I quit the Media Lab.
I quit the Media Lab.
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00:45
I didn't quit the Media Lab,
I stepped down as chairman --
I stepped down as chairman --
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辞めたのではなく、代表を降りただけです
とんでもない肩書きですが別の人が引き受けました
00:50
which was a kind of ridiculous title,
but someone else has taken it on --
but someone else has taken it on --
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00:54
and one of the things
you can do as a professor
you can do as a professor
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教授としてできる選択には
教授にとどまる選択もあるのです
00:56
is you stay on as a professor.
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00:58
And I will now do for the rest of my life
the One Laptop Per Child,
the One Laptop Per Child,
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私は残りの人生を「子供に1人1台ラップトップ」活動に費やすことにしました
これまで１年半ぐらい活動してきました
01:03
which I've sort of been doing
for a year and a half, anyway.
for a year and a half, anyway.
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今から18分間、
01:06
So I'm going to tell you about this,
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私は、なぜ、どのように、
01:07
use my 18 minutes
to tell you why we're doing it,
to tell you why we're doing it,
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何をしているのか、お話しましょう
01:12
how we're doing it
and then what we're doing.
and then what we're doing.
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途中で100ドルラップトップを回覧して
01:14
And at some point I'll even pass around
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どのようなものか見ていただきます
01:17
what the $100 laptop might be like.
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クリスから、重要な話題を取り上げるように頼まれたので
01:23
I was asked by Chris
to talk about some of the big issues,
to talk about some of the big issues,
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これを始めた3つの理由からお話しましょう
01:26
and so I figured I'd start with the three
that at least drove me to do this.
that at least drove me to do this.
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01:31
And the first is pretty obvious.
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第1はすごくわかりやすいです
驚くと思いますよ。国家元首に会って
01:34
It's amazing when you meet
a head of state, and you say,
a head of state, and you say,
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「あなたの国で一番貴重な天然資源は？」と聞くと
01:37
"What is your most precious
natural resource?"
natural resource?"
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最初は子供だとは答えませんが
01:40
They will not say "children" at first,
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01:42
and then when you say, "children,"
they will pretty quickly agree with you.
they will pretty quickly agree with you.
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こちらが子供は？と言えば、すぐに賛成してくれます
簡単でしょう(笑)
01:47
And so that isn't very hard.
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01:49
(Laughter)
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第2は誰もが納得することです。重要な問題の解決には、なにかしら
01:51
Everybody agrees that whatever
the solutions are to the big problems,
the solutions are to the big problems,
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教育が関係し、教育こそが解決であることもあります
01:56
they include education,
sometimes can be just education
sometimes can be just education
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教育という要素なしに解決することはありません
02:01
and can never be without
some element of education.
some element of education.
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まさしく解決方法の一部なのです
02:04
So that's certainly part of it.
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02:06
And the third
is a little bit less obvious.
is a little bit less obvious.
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第3は少しややこしいです
ここにいる皆さんが、歩き方や話し方を学習したのは
02:09
And that is that we all in this room
learned how to walk, how to talk,
learned how to walk, how to talk,
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歩き方を教わり、話し方を教わったからではありません
02:13
not by being taught how to talk,
or taught how to walk,
or taught how to walk,
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世の中と関わって学習したのです
02:18
but by interacting with the world,
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何かを求めて結果を得ることで、あるいは
02:20
by having certain results as a consequence
of being able to ask for something,
of being able to ask for something,
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02:24
or being able to stand up and reach it.
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立ちあがって手が届いて学習したのです
02:26
Whereas at about the age six,
we were told to stop learning that way,
we were told to stop learning that way,
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でも6才ぐらいで、このような学習法はやめさせられて
02:30
and that all learning from then on
would happen through teaching,
would happen through teaching,
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それ以後は教えられて学習するようになります
今の私のような人の行動や、本などからでも構いませんが
02:34
whether it's people standing up,
like I'm doing now,
like I'm doing now,
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02:36
or a book, or something.
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「教えられる」のです
02:38
But it was really through teaching.
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一般的に言ってコンピューターが学習にもたらしたことは
02:40
And one of the things in general
that computers have provided to learning
that computers have provided to learning
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02:45
is that it now includes a kind of learning
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学習者が自力で行動するという意味において
02:48
which is a little bit more
like walking and talking,
like walking and talking,
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歩くことや話すことに似た
02:51
in the sense that a lot of it is driven
by the learner himself or herself.
by the learner himself or herself.
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ある種の学習行動なのです
以上のような理念をもっています
02:58
So with those as the principles --
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シーモアパパートをご存知の方がいるかも知れませんが
03:01
some of you may know Seymour Papert.
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03:03
This is back in 1982,
when we were working in Senegal.
when we were working in Senegal.
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私たちがセネガルで働いていた1982年頃の話をします
03:06
Because some people think that
the $100 laptop just happened a year ago,
the $100 laptop just happened a year ago,
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100ドルラップトップは1～2年前に始めた事だとか
突然の思いつきという人もいるからです
03:12
or two years ago,
or we were struck by lightning --
or we were struck by lightning --
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実際にはずっと以前の1960年代にさかのぼります
03:15
this actually has gone back a long time,
and in fact, back to the '60s.
and in fact, back to the '60s.
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こちらは、1980年代の様子です
03:20
Here we're in the '80s.
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セネガルにいた私たちに、スティーブジョブズが
03:21
Steve Jobs had given us some laptops.
We were in Senegal.
We were in Senegal.
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ラップトップを送ってくれました。大量ではないものの、途上国にコンピューターを届ける活動ではありました
03:26
It didn't scale
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03:27
but it at least was bringing computers
to developing countries
to developing countries
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03:32
and learning pretty quickly
that these kids,
that these kids,
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すぐに分かったのですが
子供たちは、英語が使えなくても
03:35
even though English wasn't their language,
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ラテン語のアルファベットすら使えなくても
03:37
the Latin alphabet
barely was their language,
barely was their language,
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水を得た魚のように、
03:40
but they could just swim like fish.
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ピアノを弾くように操作したのです
03:42
They could play these like pianos.
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少し最近のことですが、私も個人的に関わった
03:46
A little bit more recently,
I got involved personally.
I got involved personally.
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03:50
And these are two anecdotes --
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2つの逸話があります、1つはカンボジアでのことです
03:52
one was in Cambodia,
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その村には電気も、水も、テレビも、電話もありませんが
03:54
in a village that has no electricity,
no water, no television, no telephone,
no water, no television, no telephone,
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ブロードバンドのインターネット回線はあるのです
03:59
but has broadband Internet now.
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04:01
And these kids,
their first English word is "Google"
their first English word is "Google"
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そこの子供たちが最初に覚えた英語はGoogleです
Skypeだけは知っていますが、電話のことは全く知りません
04:04
and they only know Skype.
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04:07
They've never heard of telephony.
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Skypeだけ使っているのです
04:08
They just use Skype.
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夜中に家に帰ると、ブロードバンドで接続できます
04:11
And they go home at night --
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04:12
they've got a broadband connection
in a hut that doesn't have electricity.
in a hut that doesn't have electricity.
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電気はまだ来ていないところです
04:16
The parents love it,
because when they open up the laptops,
because when they open up the laptops,
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両親はラップトップが大好きです
家で一番明るい照明だからです
04:19
it's the brightest light source
in the house.
in the house.
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04:21
And talk about
where metaphors and reality mix --
where metaphors and reality mix --
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比喩と事実が混ざったような話ですね
04:25
this is the actual school.
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こちらは実際の学校です
04:28
In parallel with this,
Seymour Papert got the governor of Maine
Seymour Papert got the governor of Maine
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同時期に、シーモアパパートはメイン州知事に働きかけて
04:33
to legislate one laptop per child
in the year 2002.
in the year 2002.
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2002年に「子供に1人1台ラップトップ」計画を法制化させました
その時点では、正直に言って、80%の教員が
04:39
Now at the time, I think it's fair to say
that 80 percent of the teachers were --
that 80 percent of the teachers were --
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懸念を示し
04:44
let me say, apprehensive.
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04:45
Really, they were actually against it.
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実際に反対したのです
04:47
And they really preferred
that the money would be used
that the money would be used
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教員はラップトップよりも
昇給したり学校が増えたりするほうがよかったのです
04:50
for higher salaries,
more schools, whatever.
more schools, whatever.
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04:52
And now, three and a half
years later, guess what?
years later, guess what?
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さて、3年半が過ぎ、どうなったでしょう
04:56
They're reporting five things:
drop of truancy to almost zero,
drop of truancy to almost zero,
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5つの報告があります
第１に引きこもりがほぼなくなり、第2に今まで誰もしなかったような保護者と教師との会議を、今では
05:03
attending parent-teacher meetings --
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全員がするようになり
05:04
which nobody did
and now almost everybody does --
and now almost everybody does --
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第3に非行問題が減り、第4に子供達の活動が増えました
05:07
drop in discipline problems,
increase in student participation.
increase in student participation.
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05:11
Teachers are now saying
it's kind of fun to teach.
it's kind of fun to teach.
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教員は授業が楽しいと言います
子供達が熱心なのです。ラップトップがあるからです
05:13
Kids are engaged -- they have laptops! --
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第5に、私が一番面白いと思ったのは、
05:17
and then the fifth,
which interests me the most,
which interests me the most,
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夜になればサーバーの電源を切ることです。そうしないと
05:19
is that the servers have to be turned off
at certain times at night
at certain times at night
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05:22
because the teachers
are getting too much email
are getting too much email
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子供達がメールを送って
教員に質問しすぎるからです
05:25
from the kids asking them for help.
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こういったことから分かるように、もう試行は不要です
05:27
So when you see that kind of thing --
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05:29
this is not something
that you have to test.
that you have to test.
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「私たちの国で3～4000を試したい」という人には
05:31
The days of pilot projects are over,
when people say,
when people say,
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05:33
"We'd like to do three or four thousand
in our country to see how it works."
in our country to see how it works."
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試行プロジェクトの段階は終わったと言います
コラッ。列に並んで、ほかの国の状況を見なさい
05:37
Screw you. Go to the back of the line
and someone else will do it,
and someone else will do it,
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上手くいくとわかる頃に、順番が回ってきますよ。とね
05:41
and then when you figure out
that this works, you can join as well.
that this works, you can join as well.
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これが私のしていることです
05:45
And this is what we're doing.
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（笑）（拍手）
05:48
(Laughter) (Applause)
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「子供に1人1台ラップトップ」計画は約1年半前に始まり
05:50
So, One Laptop Per Child
was formed about a year and a half ago.
was formed about a year and a half ago.
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非営利団体として、2000万ドルの予算を、立ち上げと
05:55
It's a nonprofit association.
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05:57
It raised about 20 million dollars
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後々の製造のための経費として調達しました
05:59
to do the engineering
to just get this built,
to just get this built,
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06:03
and then have it produced afterwards.
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規模はまさしく重要なことです
06:05
Scale is truly important.
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部品を安く買えるからではありません
06:08
And it's not important because you can
buy components at a lower price, OK?
buy components at a lower price, OK?
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メーカーに行くとしましょう
06:14
It's because you can go
to a manufacturer --
to a manufacturer --
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名前は出しませんが
06:17
and I will leave the name out --
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小さいディスプレーを探しています。私としては、色再現性は不完全で構いませんし
06:18
but we wanted a small display,
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06:22
doesn't have to have
perfect color uniformity.
perfect color uniformity.
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1個2個のドット欠けは構いませんし、それほど明るくなくてもいいのです
06:26
It can even have a pixel or two missing.
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06:28
It doesn't have to be that bright.
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でも、このメーカーの人はこう言うのです
06:31
And this particular manufacturer said,
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06:33
"We're not interested in that.
We're interested in the living room.
We're interested in the living room.
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「興味ありませんね。家庭向けに
完全な色再現性があって
06:36
We're interested
in perfect color uniformity.
in perfect color uniformity.
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大きく明るい画面を目指していますので
06:38
We're interested in big displays,
bright displays.
bright displays.
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あなた方の要求は、我が社の戦略外です」
06:41
You're not part of our strategic plan."
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でも私が「うーん、困ったなぁ
06:44
And I said, "That's kind of too bad,
because we need 100 million units a year."
because we need 100 million units a year."
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年1億台必要なのに」と言ったら(笑)
06:47
(Laughter)
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彼らは「それなら御社の戦略にご協力できるかもしれません」と言うのです
06:49
And they said, "Oh, well, maybe we could
become part of your strategic plan."
become part of your strategic plan."
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06:53
And that's why scale counts.
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だから規模が重要なのです
06:55
And that's why we will not launch this
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だから最初に500万から1000万台は必要なのです
06:58
without five to 10 million units
in the first run.
in the first run.
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規模そのものが価格を下げる助けになるような
07:02
And the idea is
to launch with enough scale
to launch with enough scale
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十分な規模で始めるというのがこの考えです
07:05
that the scale itself
helps bring the price down,
helps bring the price down,
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07:07
and that's why I said
seven to 10 million there.
seven to 10 million there.
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だから700万から1000万だと言ったのです
私たちにはセールスやマーケティングチームはいませんが
07:11
And we're doing it
without a sales-and-marketing team.
without a sales-and-marketing team.
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皆さんは目にすることになります
07:14
I mean, you're looking
at the sales-and-marketing team.
at the sales-and-marketing team.
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07:17
We will do it by going
to seven large countries
to seven large countries
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それには、まず7つの大国に、賛同と参入を促します
07:21
and getting them to agree and launch it,
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そうすれば、ほかの国も続くのです
07:24
and then the others can follow.
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07:26
We have partners.
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協力企業もあり、もちろんGoogleも入っています
07:28
It's not hard to guess
Google would be one.
Google would be one.
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その他の企業は考慮中です
07:30
The others are all playing to pending.
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これは報道で大きく取り上げられています
07:34
And this has been
in the press a great deal.
in the press a great deal.
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これはグリーンマシーンといわれ、コフィアナンと一緒に
07:36
It's the so-called Green Machine
that we introduced with Kofi Annan
that we introduced with Kofi Annan
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11月のチュニジアでの世界サミットで紹介したものです
07:42
in November at the World Summit
that was held in Tunisia.
that was held in Tunisia.
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これに注目した人は、これをラップトップ計画と呼びます
07:47
Now once people start looking at this,
they say, "Ah, this is a laptop project."
they say, "Ah, this is a laptop project."
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07:52
Well, no, it's not a laptop project.
It's an education project.
It's an education project.
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でも、ラップトップ計画というより教育計画なのです
07:56
And the fun part --
and I'm quite focused on it --
and I'm quite focused on it --
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面白くて、特に強調したいことがあります
07:59
I tell people I used to be a light bulb,
but now I'm a laser --
but now I'm a laser --
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以前私は電球だったが今やレーザーだと言ったりします
まさに今立ち上げようとしているところですが
08:03
I'm just going to get that thing built,
and it turns out it's not so hard.
and it turns out it's not so hard.
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さほど困難でないと分かってきました
というのも、ラップトップ価格の
08:10
Because laptop economics
are the following:
are the following:
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50%いやむしろ60%近くを
08:13
I say 50 percent here --
it's more like 60,
it's more like 60,
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08:15
60 percent of the cost of your laptop
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セールス、マーケティング、拡販、利益が占めています
08:17
is sales, marketing,
distribution and profit.
distribution and profit.
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08:20
Now we have none of those, OK?
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私たちには不要ですよね？
そのようなコストは必要ありません
08:23
None of those figure into our cost,
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まず第1に私たちが原価で販売し、政府が配布します
08:26
because first of all, we sell it at cost,
and the governments distribute it.
and the governments distribute it.
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08:30
It gets distributed
to the school system like a textbook.
to the school system like a textbook.
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学校で教科書のように配布されるのです
08:34
So that piece disappears.
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余計なコストが無いから、ディスプレーも何も皆手に入るのです
08:36
Then you have display and everything else.
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ラップトップのディスプレーのコストは、ざっと
08:39
Now the display on your laptop costs,
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08:42
in rough numbers,
10 dollars a diagonal inch.
10 dollars a diagonal inch.
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対角線インチ当たり10ドルです
08:47
That can drop to eight;
it can drop to seven
it can drop to seven
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8～7ドルまでは下がるでしょう
08:49
but it's not going to drop to two,
or to one and a half,
or to one and a half,
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しかし、もっと賢い発明が無い限り
08:52
unless we do some pretty clever things.
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2ドルや1ドル半にはならないでしょう
残りはグラフの茶色の部分です。おかしな話です
08:56
It's the rest -- that little brown box --
that is pretty fascinating,
that is pretty fascinating,
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残りはラップトップ自体を動かすOSに使われるのです
09:01
because the rest of your laptop
is devoted to itself.
is devoted to itself.
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まるで太った人が、その体を動かすために
09:06
It's a little bit like an obese person
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09:09
having to use most of their energy
to move their obesity.
to move their obesity.
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エネルギーを一番使うことに似ていますね(笑)
09:12
(Laughter)
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09:13
And we have a situation today
which is incredible.
which is incredible.
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現在は、信じられない状況です
私はラップトップができた頃からずっと使ってきました
09:19
I've been using laptops
since their inception.
since their inception.
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私のラップトップは以前に比べ、遅くなり、安定せず、楽しくなくなりました
09:22
And my laptop runs slower,
less reliably and less pleasantly
less reliably and less pleasantly
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09:27
than it ever has before.
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今年は最悪です
09:30
And this year is worse.
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皆さん拍手や大喝采をしてくれますが、私は言います
09:32
(Applause)
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09:33
People clap, sometimes
you even get standing ovations,
you even get standing ovations,
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09:36
and I say, "What the hell's wrong
with you? Why are we all sitting there?"
with you? Why are we all sitting there?"
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「どうしたんだ。なぜ何もしない？」
09:40
And somebody -- to remain nameless --
called our laptop a "gadget" recently.
called our laptop a "gadget" recently.
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先日ある人がこのラップトップをおもちゃだと言いました
でも私は、これは超高速だよと言い返しました
09:46
And I said, "God, our laptop's going to go
like a bat out of hell.
like a bat out of hell.
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開けると、ビーンと起動音がして、電源が入って、使える
09:50
When you open it up,
it's going to go 'bing.'"
it's going to go 'bing.'"
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09:52
It'll be on.
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09:54
It'll be just like it was in 1985,
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まさしく1985年と同じです。皆さんがアップル社のMac512Kを買ったときです(笑)
09:57
when you bought an Apple Macintosh 512.
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ちゃんと動いていたものが
10:02
It worked really well.
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確実に悪化しているのです
10:04
And we've been going steadily downhill.
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これは何だといつも聞かれますが
10:07
Now, people ask all the time what it is.
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これが答えです
10:11
That's what it is.
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注目すべき点は2つ。1つはメッシュネットワークです。子供たちがラップトップを広げると
10:13
The two pieces that are probably notable:
it'll be a mesh network,
it'll be a mesh network,
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10:18
so when the kids open up their laptops,
they all become a network,
they all become a network,
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それ自体がネットワークの一部になります
外部ネットワークにつながるところが1～2ヶ所必要です
10:22
and then just need
one or two points of backhaul.
one or two points of backhaul.
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2～3千人の子供であっても2Mbpsで済みますので
10:25
You can serve a couple of thousand kids
with two megabits.
with two megabits.
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村への導入が可能で
10:28
So you really can bring into a village,
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10:31
and then the villages
can connect themselves,
can connect themselves,
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村と村との接続もできます
実際に上手くいきます
10:33
and you really can do it quite well.
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デュアルモード画面で、屋外でも使えるようになります
10:36
The dual mode display --
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10:38
the idea is to have a display
that both works outdoors --
that both works outdoors --
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携帯電話を屋外で日光の下で使うのは楽しいでしょう？
10:43
isn't it fun using your cell phone
outdoors in the sunlight?
outdoors in the sunlight?
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でも、画面が見えません
10:47
Well, you can't see it.
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10:48
And one of the reasons you can't see it
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理由の1つは、大方の携帯電話がほぼずっとバックライトを点灯させているから
10:50
is because it's backlighting
most of the time, most cell phones.
most of the time, most cell phones.
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です
私たちは前後どちらから照明を受けても良いようにします
10:54
Now, what we're doing is, we're doing one
that will be both frontlit and backlit.
that will be both frontlit and backlit.
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手動で変えるかソフトウェアで変えるかは、未定です
10:59
And whether you manually switch it
or you do it in the software
or you do it in the software
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11:03
is to be seen.
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バックライトを使うならカラーになります
11:04
But when it's backlit, it's color.
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11:06
And when it's frontlit,
it's black and white
it's black and white
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前から照明を受けるときは白黒で3倍の解像度となります
11:08
at three times the resolution.
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ちゃんと動いたと思いますか？だめです
11:10
Is it all worked out? No.
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11:13
That's why a lot of our people are
more or less living in Taiwan right now.
more or less living in Taiwan right now.
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だから関係者が今、事実上台湾に住み込んでいます
11:18
And in about 30 days,
we'll know for sure whether this works.
we'll know for sure whether this works.
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30日ぐらいで、動くかどうかはっきりするはずです
ここで一番重要なのは
11:22
Probably the most important piece there
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子供たちでメンテナンスできることです
11:27
is that the kids
really can do the maintenance.
really can do the maintenance.
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これもまた、誰も信じないことですが
11:30
And this is again something
that people don't believe,
that people don't believe,
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間違いありません
11:33
but I really think it's quite true.
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これはチュニジアのチュニスでお見せした機械です
11:36
That's the machine we showed in Tunis.
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私たちが考えている以上の物で
11:41
This is more the direction
that we're going to go.
that we're going to go.
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11:44
And it's something
that we didn't think was possible.
that we didn't think was possible.
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以前はできないと思っていたものです
11:47
Now, I'm going to pass this around.
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皆さんにお回しします
見るだけのものではありません
11:51
This isn't a design, OK?
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手に取って機械的な動きを確認できるものです
11:53
So this is just a mechanical
engineering sort of embodiment of it
engineering sort of embodiment of it
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11:58
for you to play with.
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あくまで模型で
11:59
And it's clearly just a model.
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動作する実機はMITにあります
12:01
The working one is at MIT.
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こちらのハンサムな紳士にお渡しします
12:04
I'm going to pass it
to this handsome gentleman.
to this handsome gentleman.
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左右どちらに手渡すかは決めていいですよ。えっ
12:07
At least you can decide
whether it goes left or --
whether it goes left or --
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12:09
Chris Anderson: Before you do it,
for the people down in simulcast --
for the people down in simulcast --
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場外放送？すいません忘れてました、カメラがあるんだね
12:12
Nicholas Negroponte: Sorry! I forgot.
CA: Just show it off a bit.
CA: Just show it off a bit.
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指摘ありがとう、クリス
12:15
So wherever the camera is --
OK, good point. Thank you, Chris.
OK, good point. Thank you, Chris.
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これは単なるラップトップではありません
12:19
The idea was that
it would be not only a laptop,
it would be not only a laptop,
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こうやって変形することで
12:22
but that it could transform
into an electronic book.
into an electronic book.
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電子書籍のようにもなります
12:26
So it's sort of an electronic book.
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外へ出たら白黒表示になります
12:27
This is where when you go outside,
it's in black and white.
it's in black and white.
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ゲームボタンはありませんがゲーム機にも本にもなります
12:30
The games buttons are missing,
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12:32
but it'll also be a games machine,
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12:34
book machine.
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こうすればテレビになります
12:36
Set it up this way,
and it's a television set.
and it's a television set.
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他にもいろいろです。場外放送をご覧の方にもわかっていただけますか
12:38
Etc., etc. -- is that enough
for simulcast? OK, sorry.
for simulcast? OK, sorry.
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誰に回すかはジムに決めてもらいましょう
12:44
I'll let Jim decide
which way to send it afterwards.
which way to send it afterwards.
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（笑）この7ヶ国を見てください
12:47
OK. Seven countries.
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12:49
(Laughter)
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入札が必要なのでマサチューセッツ州は「たぶん」です
12:51
I say "maybe" for Massachusetts,
because they actually have to do a bid.
because they actually have to do a bid.
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法律で、入札とかいろいろ必要なのです
12:56
By law you've got to bid,
and so on and so forth.
and so on and so forth.
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だから、明言はできません
12:58
So I can't quite name them.
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その他は入札がないので決定です
13:00
In the other cases,
they don't have to do bids.
they don't have to do bids.
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13:03
They can decide --
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どれも連邦政府が相手ですが
13:04
it's the federal government in each case.
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悩ましいことに、皆さんは
13:06
It's kind of agonizing,
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「州単位でやろう」というのです
13:08
because a lot of people say,
"Let's do it at the state level,"
"Let's do it at the state level,"
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国より州の方が迅速だからです。
13:10
because states are more nimble
than the feds, just because of size.
than the feds, just because of size.
245
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4847
でも規模を重視していますから
13:15
And yet we count.
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実際に、連邦政府と交渉したり
13:17
We're really dealing
with the federal government.
with the federal government.
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教育省と交渉したりしています
13:19
We're really dealing
with ministries of education.
with ministries of education.
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13:21
And if you look at governments
around the world,
around the world,
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世界中の政府を見ますと
たいてい、教育省が一番保守的で
13:24
ministries of education
tend to be the most conservative,
tend to be the most conservative,
250
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職員を大量に抱えています
13:28
and also the ones that have huge payrolls.
251
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教育を分かっているのが彼らだと思われてますし
13:32
Everybody thinks
they know about education,
they know about education,
252
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2376
多くの文化もそこに組み込まれています
13:34
a lot of culture is built into it as well.
253
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本当に困難なことです。実に険しい道です
13:37
It's really hard.
And so it's certainly the hard road.
And so it's certainly the hard road.
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国ごとに地域文化は、さまざまです
13:41
If you look at the countries,
they're pretty geoculturally distributed.
they're pretty geoculturally distributed.
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13:45
Have they all agreed? No, not completely.
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皆が合意しているか？ノーです
間違いなくタイ、ブラジル、ナイジェリアが一番積極的で
13:48
Probably Thailand, Brazil and Nigeria
257
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13:50
are the three that are
the most active and most agreed.
the most active and most agreed.
258
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合意がとれています
実機ができるまでは、あえて、どことも契約などは
13:53
We're purposely
not signing anything with anybody
not signing anything with anybody
259
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しません
13:56
until we actually have the working ones.
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少なくとも3ヶ月に1度は先ほどの国々を訪れていますので
13:59
And since I visit
each one of those countries
each one of those countries
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14:01
within at least every three months,
262
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2016
3週間ごとに世界一周していることになります
14:04
I'm just going around the world
every three weeks.
every three weeks.
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これがスケジュールです
14:07
Here's sort of the schedule
264
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14:08
and I put at the bottom we might give some
away free in two years at this meeting.
away free in two years at this meeting.
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下に書いてますが、2年後にはここで無料で配れるでしょう
皆さん、100ドルラップトップなんて無理だといいますが
14:15
Everybody says it's a $100 laptop --
266
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3113
14:18
you can't do it.
267
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なぜ無理なのでしょう
14:19
Well, guess what, we're not.
268
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1402
最初は135ドルぐらいでしょうが、すぐに安くなります
14:20
We're coming in probably at 135,
to start, then drift down.
to start, then drift down.
269
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これはとても重要なことです
14:26
And that's very important,
270
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14:27
because so many things hit the market
at a price and then drift up.
at a price and then drift up.
271
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大抵の商品は、ある価格で市場に出してから値上げします
目玉商品みたいなもので、注目を浴びたら
14:32
It's kind of the loss leader,
272
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14:34
and then as soon as it looks interesting,
273
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買えなくなりますし、規模も拡大しません
14:37
it can't be afforded,
or it can't be scaled out.
or it can't be scaled out.
274
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2010年に50ドルを目標にしています
14:39
So we're targeting 50 dollars in 2010.
275
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闇市場は大問題ですが、一つだけ
14:43
The gray market's a big issue.
276
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1776
14:45
And one of the ways -- just one --
277
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闇市場に対抗するのに有効な手段があって
14:47
but one of the ways to help
in the case of the gray market
in the case of the gray market
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特別ユニークなものにすることです
14:51
is to make something
that is so utterly unique --
that is so utterly unique --
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2536
自動車の事例に少し似ています
14:54
It's a little bit like the fact
that automobiles --
that automobiles --
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アメリカでは毎日、大量の自動車が盗まれていますが
14:57
thousands of automobiles
are stolen every day in the United States.
are stolen every day in the United States.
281
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3656
15:01
Not one single
post-office truck is stolen.
post-office truck is stolen.
282
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2936
郵便トラックは一台も盗まれません(笑)。なぜでしょう？
15:04
(Laughter)
283
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1216
15:05
And why?
284
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1176
盗んでも売れないからです
15:06
Because there's no market
for post-office trucks.
for post-office trucks.
285
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郵便トラックと同じように
15:09
It looks like a post-office truck.
286
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色をつけるとか何でもいいのです
15:11
You can spray paint it.
You can do anything you want.
You can do anything you want.
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最近知ったのですが、南アフリカでは白いボルボは盗まれません
15:13
I just learned recently: in South Africa,
no white Volvos are stolen.
no white Volvos are stolen.
288
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4195
全く、無し、ゼロです
15:17
Period. None. Zero.
289
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私たちも白いボルボと同じようにしたいのです
15:19
So we want to make it
very much like a white Volvo.
very much like a white Volvo.
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国ごとにも実行部隊はあるのですが、興味はありません
15:24
Each government has a task force.
291
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2216
15:26
This perhaps is less interesting,
292
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むしろ、全ての国が団結するように働きかけていますが、簡単ではありません
15:28
but we're trying to get the governments
to all work together
to all work together
293
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15:30
and it's not easy.
294
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経済的側面は、まず政府から検討し
15:34
The economics of this
is to start with the federal governments
is to start with the federal governments
295
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5047
他へと広げていきます
15:39
and then later,
to subsequently go to other --
to subsequently go to other --
296
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子供から子供への支援なども考えられます
15:46
whether it's child-to-child funding,
297
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この国の子供が途上国の子供に買ってあげるのです
15:48
so a child in this country buys one
for a child in the developing world,
for a child in the developing world,
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4459
同じ性別、同じ学年の子供に買ったりするでしょうし
15:53
maybe of the same gender,
maybe of the same age.
maybe of the same age.
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叔父が、姪や甥に誕生日プレゼントとしてあげたり
15:56
An uncle gives a niece or a nephew that
as a birthday present.
as a birthday present.
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いろんな可能性があります
16:00
I mean, there are all sorts of things
that will happen,
that will happen,
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16:02
and they'll be very, very exciting.
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とても、とてもワクワクします
16:04
And everybody says -- I say --
it's an education project.
it's an education project.
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教育プロジェクトだと私が言うと、誰もが聞くのです
ソフトウェアは配布するか？と
16:09
Are we providing the software?
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装置にソフトウェアは入っていますが、答えはノーです
16:11
The answer is:
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16:13
The system certainly has software,
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教材コンテンツは配布しません
16:14
but no, we're not providing
the education content.
the education content.
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それは国がやっています
16:18
That is really done in the countries.
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私たちは真の「構成主義者」で
16:22
But we are certainly constructionists.
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行動による学習を信じています
16:24
And we certainly believe
in learning by doing
in learning by doing
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16:26
and everything from Logo,
which was started in 1968,
which was started in 1968,
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初耳かもしれないですが、1968年に現れた言語LOGOから
16:30
to more modern things, like Scratch,
if you've ever even heard of it,
if you've ever even heard of it,
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最近の言語Scratchまで全てのものが
一役を担っています
16:35
are very, very much part of it.
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お披露目は以上です
16:37
And that's the rollout.
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夢でしょうか？現実でしょうか？いや確かに現実です
16:40
Are we dreaming? Is this real?
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16:42
It actually is real.
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1つ批判があります。本当は誰も批判したくはありません
16:45
The only criticism, and people
really don't want to criticize this,
really don't want to criticize this,
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人道的で非営利な活動だから
16:50
because it is a humanitarian effort,
a nonprofit effort
a nonprofit effort
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むしろ、批判するのはちょっと愚かといえます(笑)
16:54
and to criticize it
is a little bit stupid, actually.
is a little bit stupid, actually.
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16:58
(Laughter)
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しかし、1点だけ言われることは
16:59
But the one thing
that people could criticize was,
that people could criticize was,
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良い考えだけど、できないと彼らは言うのです
17:05
"Great idea, but these guys can't do it."
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教授なんかでさえ、できないというのです
17:09
And that could either mean these guys,
professors and so on couldn't do it,
professors and so on couldn't do it,
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17:13
or that it's not possible.
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不可能だというのです
17:15
Well, on December 12, a company
called Quanta agreed to build it,
called Quanta agreed to build it,
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でも、12月12日にクアンタ社が製造に同意しました
地球上の1/3のラップトップを生産している会社ですから
17:21
and since they make about one-third
of all the laptops on the planet today,
of all the laptops on the planet today,
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17:26
that question disappeared.
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疑問は解消されたのです
17:28
So it's not a matter
of whether it's going to happen.
of whether it's going to happen.
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実現可能かは問題ではありません。実現しつつあるのです
17:31
It is going to happen.
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17:32
And if it comes out
at 138 dollars, so what?
at 138 dollars, so what?
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138ドルになっても、いいじゃないの？
半年遅れても、いいじゃないの？
17:37
If it comes out six months late, so what?
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着地が緩やかになるだけです
17:40
That's a pretty soft landing. Thank you.
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ご清聴ありがとうございます（拍手）
17:42
(Applause)
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ABOUT THE SPEAKER
Nicholas Negroponte - Tech visionaryThe founder of the MIT Media Lab, Nicholas Negroponte pushed the edge of the information revolution as an inventor, thinker and angel investor. He's the driving force behind One Laptop per Child, building computers for children in the developing world.
Why you should listen
A pioneer in the field of computer-aided design, Negroponte founded (and was the first director of) MIT's Media Lab, which helped drive the multimedia revolution and now houses more than 500 researchers and staff across a broad range of disciplines. An original investor in Wired (and the magazine's "patron saint"), for five years he penned a column exploring the frontiers of technology -- ideas that he expanded into his 1995 best-selling book Being Digital. An angel investor extraordinaire, he's funded more than 40 startups, and served on the boards of companies such as Motorola and Ambient Devices.
But his latest effort, the One Laptop per Child project, may prove his most ambitious. The organization is designing, manufacturing and distributing low-cost, wireless Internet-enabled computers costing roughly $100 and aimed at children. Negroponte hopes to put millions of these devices in the hands of children in the developing world.
Nicholas Negroponte | Speaker | TED.com