Yolanda Vergara Sarmiento

Yolanda is a technology teacher at San Jose de Monterrico School. She discovered her vocation for teaching as a student, when she was teaching technology classes at a primary school. Her passion has led to her 24 year career as an educator. This has allowed her to investigate and implement diverse educational tools in the classroom. Continue reading

TED Lab – Kalkaji

Kalkaji is located in the capital, New Delhi, in a girls’ school close to the site of Sugata’s original Hole in the Wall experiment.

The school only runs in the morning as the premises are shared with the boys who attend school in the afternoon. Continue reading

TED Lab – George Stephenson High School

The world’s first School in the Cloud opened its doors at George Stephenson High School.

Students designed the interior of this one-room learning lab – which has colourful beanbags scattered throughout and fluffy clouds painted on the walls. Continue reading

Amy-Leigh Hope

Organisation: George Stephenson High School

Amy-Leigh Hope is Curriculum Leader for Design Technology and Art at George Stephenson High School in Killingworth, Newcastle. Amy has been teaching for sixteen years, of which six have been at this local high school.

Amy’s interest in SOLE started five years ago after a whole school assembly on the ‘Hole in the Wall Project’ and the work of Sugata Mitra. Following this, and after reading about Sugata’s work, Amy started trying out SOLE in her own classroom and sharing her results with Sugata and Newcastle University. Continue reading

Ritu Sehji

Organisation: Westlake Boys High School

Ritu is currently the Head of Food Technology at Westlake Boys High School. She is an author, a recipient of the Endeavour Teacher Fellowship award managed by Royal Society of New Zealand and has recently finished study at The MindLab following a Next Generation scholarship she received in 2015. Ritu teaches more than just food technology at an all-boys school and incorporates an integrated cross curricular approach to projects. She is passionate about changing perceptions in the field of technolgoy education through innovative contexts. Continue reading


SOLE-Japan started in Kani, Japan in 2016. It’s a privately run school currently operating on weekends when students have time to come. We run junior high school and high school sessions at our location in Kani City. Parents and guest teachers are encouraged to attend these sessions too; there are often as many adults present as children. We also run occasional SOLEs at local universities.

Our primary goal is to encourage students to take control of their own learning, to teach themselves new, interesting topics on the Internet. We use the standard SOLE enquiry-based method – at the beginning of the session we pose a Big Question and then take a step back while the students research the topic in groups. Most of our students are approaching college entrance exams. Their regular school classes tend to be regimented and their studies involve a lot of rote memorization. SOLEs are freeform, casual, informal and offer intensive discovery of useful information. This is a welcome change for the students.

Our secondary goal is to promote English presentation skills. After finishing their research on the Big Question, students compile their findings using presentation software. We coach them on pronunciation, intonation, sentence structure, and other English skills. And we coach them on posture, body language, interactivity and other presentation skills. We encourage peer feedback. At the end of the sessions, students give their presentations in front of everyone. We give final positive feedback and the session ends.