I am getting a whiff of tech-snobbery on this list. When did spending
time on facebook equate to one not being curious or misusing the
resources available to them? The student life is filled with many
things and one of the biggest is a social part. As a lecturer your duty
which you *owe* (yes! you owe it to them) to the students is to make
your work as compelling as you possibly can. And if you are indeed that
compelling they shall follow you.
On 14/09/2010 12:39, Ronald Kato wrote:
If only people utilized resources around them, then alot can be
achieved. I get baffled when I see students in MUK whining and making
comparison or sometimes under estimating the resources before them. Take
for instance if you went to lab and found it empty or partially filled,
then there is a high chance that there isn't internet connection.
When you find it filled, nearly all students are chatting away and one
would wonder when we would ever catch up to the slandered of students in
the US.
In the end of comes down to intereste driven by a strong sense of
curiosity. The desire to know how things work or how to make life better
is what drew many geeks to the level they are in now.
Some times the government will towards innovation and research matters
alot in advancing technology. The American gov't spends alot of money in
keeping NASA running, yet here we spend it on buyng 200m cars for gov't
officials.
The government together with the private sector like Apple
or Microsoft in the US have made computers and academic devices more
affordable, so as to have nearly everyone joining the digital world.
Lastly most of us here lacking a reading culture. Regardless of how much
information you have before you but if you don't take time to read and
understand it, then is wasted. We prefer to read something either
''juicy'' and gossips or anything with little intellectual input.
We need an a complete overhaul to our mindsets if we are to achieve more
in technology.
Regards,
Ronald
On Tue, Sep 14, 2010 at 9:03 AM, Paul Bagyenda <[email protected]
<mailto:[email protected]>> wrote:
I agree with you on not using GSoC as the measure. It is only a
crude measure. Just as others have in the past used Project Euler as
a crude measure.
On the question of what we (software company people and lecturers)
are going to do about it, my view is that we are doing our bit. I
think I tried. More to the point, ask not what your country will do
for you. And so on and so forth. In the last fews years I taught at
Makerere I was always amazed how much students moaned about
conditions, and yet were unable to see the opportunities presented
to them. Of course this is normal human behaviour. The Faculty of
Computing at Makerere has more Internet-connected computers than any
other organisation in this country. And yet you always saw them
doing Facebook!
Then there was the small matter of your typical student's
inability to leverage the Internet for learning purposes, despite
your lecturer's best efforts.
The short of it, Eugene, is that the hard reality of this world is
that we owe you nothing. And yet one day you will leave that
cosseted setting and we will demand a lot from you. What you are you
doing do about that?
P.
On Sep 12, 2010, at 21:39, [email protected]
<mailto:[email protected]> wrote:
> People write code to solve problems that are facing them, so how
can you tell a guy from Kihihi to code for a robot? The guy thinks
that robots only exist in movies. My solution is maybe we should not
gauge ourselves on Google summer of code and try to write codes to
solve our current problems.
> I am sure that universities abroad receive huge sums of money
from their governments to do what they do and yet for us even
getting internet is a challenge. So maybe we should stop looking at
them and look at ourselves. Some of the people complaining about
this are lecturers and people who own software companies, so what
are you going to do about that yourselves??
> Eugene MUNYANEZA
> Makerere University
> Faculty of Computing and Information Technology
> Bachelor of Science in Computer Science
> Year 3
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