As the abstract says:
However, before teachers all jump on the bandwaggon of 'free resources', as I have hinted at before, two things need to be considered which the author, P. Kurkowski, forgets to mention. Firstly, younger pupils, the less able, some disabled students and the elderly may require systems that are much more e-safe than the responsible average HE student may require. Secondly, Cloud Computing lends itself very much to the ideosyncratic choices of applications that teachers may never have experienced. The provision of support for an unknown number of different applications would become a nightmare if no forms of control were established. - But who would advise students to invest in a product that has no guaranteed future or who may be hooked into a system that suddenly starts charging for its services?
In the cloud of connections, we each become social neurons, mimicking the biological human brain but on a giant scale. This collective knowledge is far beyond anything a single search engine could index and archive. Intelligence is spreading everywhere, every minute, and cloud computing can draw new links across new ideas.
However, for an even more challenging read, see the site: Day 81: Ars Electronica Symposium Examines Cloud Intelligence one extract must suffice:
Welcome to the cloud. Welcome to new the social ecology of the 21st century. Welcome to mobile banking from a New York taxi cab direct to rural Kenya. Welcome to the wild wondrous web of blogs, podcasts, mailing lists and streaming video from camera phones the size of credit cards. All instant and all the time. The world has changed. We have changed.
But, I would ask, has 'Education'?