[DDN] The world is flat and someone else is eating your lunch or not... STEM
In Washington, there have been several meetings to trying to solve the problem of delivering students to learning , and careers in science, math , engineering and technology ( STEM). Those interested in the problem say, that he nation's STEM workforce development system is unreliable. They say that we will not be able to fill the need for a skilled workforce in the STEM fields if our school system continues to wait until high school or beyond to seek to develop student interest and skills in the STEM fields. What do you think about this, and how do you think we can meet the challenge of interesting students in STEM pathways to learning? Some say that the current emphasis on NCLB, omits time for science . If you were talking to the groups of people trying to decide how to make a difference in education for STEM related subjects, what would you say or advise? Are we being passive in the assumption that we are world leaders? Are we so glued to the tube that we don't have an awareness that we are losing our edge in competitiveness in the world? Is America listening? …the generation of scientists and engineers who were motivated to go into science by the threat of Sputnik in 1957 and the inspiration of JFK are reaching their retirement years and are not being replaced in the numbers that they must be if an advanced economy like that of the United States is to remain at the head of the pack. — The World is Flat Bonnie Bracey Sutton bbracey at aol com Albert Einstein said Computers are incredibly fast, accurate and stupid; humans are incredibly slow, inaccurate and brilliant; together they are powerful beyond imagination. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] INFORMATION TECHNOLOGY LEARNING CENTER LAUNCHED FOR CHINESE MIGRANT WOMEN WORKERS
The Asia Foundation, the Microsoft Corporation, and the Guangdong Women’s Professional Technical College recently opened a new information technology learning center for migrant women workers and local community members in Panyu, China. The center, hosted by the Guangdong Women’s Professional Technical College, aims to provide migrant women workers and community members, particularly those from disadvantaged groups, with information technology (IT) skills that will help to increase their career opportunities in the future. More than 2000 migrant women workers and other community members will receive basic IT training at the center in the course of the two-year program. The Panyu center is part of the Foundation's broader migrant women worker program in China and is a component of a larger first-of-its-kind program in Guangdong to teach computer skills to migrant women workers. This is the second Community Technology Learning Center (CTLC) The Asia Foundation has opened in Guangdong with the support of the Microsoft Corporation, and the Guangdong Women ’s Professional Technical College. Click here to read more about the program and to see photos from the opening. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] UN Alliance on Closing Digital Divide Meets Next Week
News Release Sep 20, 2006 Countries concluded at the 2005 World Summit that the internationally agreed development goals will not be achieved unless we do development differently UN Secretary-General Kofi Annan will open the first-ever meeting at the United Nations of the newly formed Global Alliance for Information and Communication Technologies and Development (GAID) on September 27. Chairing discussion of Alliance strategic goals will be Intel board chairman Craig Barrett. Launched in Kuala Lumpur, Malaysia on 19 June, the Alliance promotes action to utilize new information and communication technologies to fight poverty and promote development. In addition to Barrett, other Steering Committee members attending include Jamaludin Jarjis, Malaysia's Minister of Science, Technology and Innovations Minister; Luis Alberto Moreno, president of the Inter-American Development Bank; Walter Fust, director-general, Swiss Agency for Development and Cooperation; Titi Akinsanmi, program manager, Global Teenager Project, South Africa; John Bernander, secretary-general, Norwegian Broadcasting, European Broadcasting Union; Renate Bloem, president, the Committee on NGOs, Switzerland; and Guy Sebban, secretary-general of the International Chamber of Commerce. The Steering Committee, which provides the Alliance with executive oversight and guidance, is composed of a chair, Barrett, and several co-chairs re presenting governments, business, civil society, the media and international organizations. The meeting will open at 3 p.m. in Conference Room 8. Remarks by Secretary-General Annan and welcoming remarks by Under-Secretary-General José Antonio Ocampo will be followed by a statement from Mr. Barrett. An interactive discussion will examine the strategic goals and business plan of the Global Alliance, followed by a discussion on the Alliance's funding. Countries concluded at the 2005 World Summit that the internationally agreed development goals will not be achieved unless we do development differently, said Alliance Executive Coordinator Sarbuland Khan. One of the ways to do that is connect the poor with the rest of the world, with the formal economy, through information technologies. ICTs can help in the areas of enterprise, education, health and government, said Khan, allowing the poor to participate in the economy. Many developing countries have strong growth rates, but the poor are not part of the growing economy. GAID will seek to bring together the private sector and international financial institutions, such as the Inter-American Development Bank, in big partnership initiatives, such as bringing broadband to Africa, Khan said. In countries like Kenya, Uganda, Mozambique and Ghana, mobile telephony is locally driven and demand driven, Khan said. The greatest growth of mobile phones is taking place in Africa, and women are using mobile phones to generate businesses and income. The issue now is how to get mobile telephony to be a conveyor of information and knowledge on health and the economy. For this, you need the private sector. The Alliance seeks to bring together key organizations involved in ICT-for-development to enhance their effectiveness; introduce ICT-for-development into the broader development agenda; create an environment and business models for investment benefiting the poor; find technological solutions for specific development goals; and foster partnerships among all those involved. Partnerships and new initiatives are expected to be announced at the closing of the 27 September meeting. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] The Keyboard is (Still) the Thing!
In a message dated 9/14/06 3:50:10 PM, [EMAIL PROTECTED] writes: CABOT CORPORATION FOUNDATION INC. Cabot grants range from $1,643 to $100,000 and support nonprofit community-development programs, with priority given to science and technology education; applications must be received via email by September 30. For more information visit w1.cabot-corp.com/controller.jsp?N=21+3030+3097. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Invitation to NCTET's Critical Issue Forum
The National Coalition for Technology in Education and Training (NCTET) invites you to the second in a series of education forums focusing on the critical role technology plays in meeting our nation’s most challenging education and workforce development issues Space is Limited – RSVP NOW to [EMAIL PROTECTED] to reserve your space Globalization and US Competitiveness: The Role of K-12 Education in Assuring Language Competency Date: Tuesday, September 26, 2006 Time: 10:30 am – 12:00 noon Location: US Capitol Building; HC-5 Speakers will include: Ø Keynote: Dr. Richard D. Brecht, Executive Director, Center for Advanced Study of Language, University of Maryland Ø Dr. Yong Zhao, University Distinguished Professor , Director, Center of Teaching and Technology, College of Education, Michigan State University Ø Dr. Robert Fischer, Professor of French and Linguistics, Chair, Department of Modern languages, Texas State University, Executive Director, Computer-Assisted Language Instruction Consortium (CALICO) Ø Martha Abbott, Director of Education, American Council on Teaching of Foreign Languages NCTET’s “Critical Issues” forums are designed for policymaking audiences to showcase current and emerging innovations in technology and their application for learning achievement and workplace productivity. NCTET’s forums are presented with support from Verizon Communications, Inc. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Digital divide.. the access that is possible- can you connect? Depends
There are parts of the U.S. that do not have broadband service at all... I think we have a clear role for government to play in terms of filling that gap. -- Rep. Rick Boucher (D-Va) The above quote from Benton Headlines. Those of us who travel widely in the rural parts of the country may see this up close and personal as we try to keep up with our email. My brother was traveling to Africa, and interestingly enough, he was able to send email every day, and sometimes pictures. The digital divide is very uneven, .. and you could say to me, well he was probably in big cities. But the email describing the baboons that took their sandwiches was from a very small place in Africa. Yet I have gone to gasoline stations in Namibia to be able to send a post. America's 50 states have populations rural and tribal who are touched by the installation of infrastructure. My friend Ferdi Serim is working with the Navajo as they install wireless. Native American culture preservation and access to ICT Karen Buller, President and CEO, National Indian Telecommunications Institute Background The History of telecom in Indian Country is a story of deprivation. To illustrate let me tell you a true story. When phone service first came to North Dakota, copper lines were dragged over Indian lands to get to White customers. My friend Carol Davis of Turtle Mountain Chippewa tribe told me about how her grandmother desired telephone service, but was ignored by the service provider. In fact their phone company routinely pulled cable over her front yard to get to white customers. After many requests and many rejections from the phone company, Carol's grandmother devised a plan. Every morning she took a large scissors to her front yard and cut the phone wire. It took several times of doing this before she finally received phone service too. I am proud that this brave little-old-lady found a way to get phone service when Native Americans were being ignored. It has not been so easy for other Native Americans to obtain phone service. . There are over 2 million Native Americans in the United States. An important background note for non-Indians is to recognize the diversity with the North American continent of Native Americans. Today there are over 562 federally recognized tribes in the Unites States. They are each sovereign nations with treaty rights. Before Europeans came, there were many more. Just as one would not lump all Europeans together as one of mind or spirit, neither can one lump all Native tribes together. The tribes of North America have different languages, foods and religions. To lump Tribes of the United States together would be like saying Italians are the same as Swedes because they are both Europeans. The differences are great. Don't expect diverse tribes to have the same opinions or ideas. Also telecommunications solutions will by necessity vary widely due the different geographic situations. For example a solution that is affordable in the plains may not even work in the mountains. Tribal diversity and geography must be taken into account when examining business and telecommunications solutions. So this is one of the tribal tales for your understanding. It is from Karen's chapter on Indian Telecommunications. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Digital Divide( too many blogs, too little time)
He looks at it differently calling it the seven conditions of global learning. Many of our places in the US are having the same problems as developing countries. Ask the Navajo. Community based learning The real every day world of the learner anchors the learning process; as the learner goes back and forth between local and global in a constant interaction. The same elements that contribute to a community’s confidence and self-esteem locally — care, health, safety, education, and jobs — are universal and therefore become natural subjects for study in community-based global learning. Contextual learning Content is put in a larger, wide, more whole context, that includes social, cultural and economic elements. Groups of learners connect, willing to share and enrich their community and cultural background, on a basis of respect for differences. Collaborative learning Teams work and learn together, devising strategies based on group knowledge and reflection. Individual and team assessments are based on clear criteria for both the process of learning and the resulting outcome. Adding participants from outside the classroom to the teams enriches and facilitates the collaborative learning. Competence based learning Portfolios reflect a learner’s planning, progress and the results of his learning. Exams are part of a learner’s portfolio. A clear description of competences describing what today’s learners really need to do and learn in order to make a meaningful contribution to the health and welfare of people and the Planet. Learning, information and communicative skills are anchored in a continuous learning line; the learning and applying of these skills have been sequenced naturally. Mastering and applying these skills make life-long learning possible. Connected learning Learners are connected in a human network of individuals and groups that are willing to share knowledge and respect differences in order to enrich their own lives and learn together. This may be done in groups anytime and any place and it may be done individually. Cross-curricular: Project-based teams break down the tasks into smaller elements that are studied in interrelationship to other subjects. This makes the information more coherent and memorable to the learner. Depending on the learning style of the learner, individual learning tracks are very well possible. Always approached holistically, in which learning (head), living (hands), loving (heart) and being are in balance. Creative learning A mutual process of creating new ‘firsthand’ knowledge as result of transferring and sharing information. In project-based global learning, critical thinkers from various communities can approach global issues from different perspectives in order to understand the whole.Creativeness also has to be seen as the learner’s capability to be able to make responsible choices as part of an inclusive educational system, as part of a glocal (a mix of global and local) community. After all, technology can’t prepare us for the future… only creativity and intuition will. Care Maybe the most important and vulnerable of the 7C’s! Caring, in a 21st century where global safety seems to be a matter of armed forces and repression? Most certainly implementing care in education will prepare today’s learners for being tomorrow’s caring leaders. When care, health and safety have become natural elements in community based, global learning, we will be one step beyond! That is certainly a different view point you can find more on his web site. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] MiT5: creativity, ownership and collaboration in the digital age CALL FOR PAPERS
In a message dated 7/25/06 1:00:23 PM, [EMAIL PROTECTED] writes: media in transition 5: creativity, ownership and collaboration in the digital age an international conference April 27-29, 2007 Massachusetts Institute of Technology Online: http://web.mit.edu/comm-forum/mit5 CALL FOR PAPERS (submission deadline: Jan. 5, 2007) Our understanding of the technical and social processes by which culture is made and reproduced is being challenged and enlarged by digital technologies. An emerging generation of media producers is sampling and remixing existing materials as core ingredients in their own work. Networked culture is enabling both small and large collaborations among artists who may never encounter each other face to face. Readers are actively reshaping media content as they personalize it for their own use or customize it for the needs of grassroots and online communities. Bloggers are appropriating and recontextualizing news stories; fans are rewriting stories from popular culture; and rappers and techno artists are sampling and remixing sounds. These and related cultural practices have generated heated contention and debate. What constitutes fair use of another's intellectual property? What ethical issues are posed when sounds, images, and stories move from one culture or subculture to another? Or when materials created by a community or religious or ethnic tradition are appropriated by technologically powerful outsiders? What constitutes creativity and originality in expressive formats based on sampling and remixing? What obligations do artists owe to those who have inspired and informed their work and how much creative freedom should they exercise over their borrowed or shared materials? One source of answers to such questions lies in the past -- in the ways in which traditional printed texts -- and films and TV shows as well -- invoke, allude to and define themselves against their rivals and ancestors; and -- perhaps even more saliently -- in the ways in which folk and popular cultures may nourish and reward not originality in our modern sense, but familiarity, repetition, borrowing, collaboration. This fifth Media in Transition conference, then, aims to generate a conversation that compares historical forms of cultural expression with contemporary media practices. We hope this event will appeal widely across disciplines and scholarly and professional boundaries. For example, we hope this conference will bring together such figures as: • anthropologists of oral and folk cultures • historians of the book and reading publics • political scientists and legal scholars interested in alternative approaches to intellectual property • media educators who aim to help students think about their ethical responsibilities in this new participatory culture • artists ready to discuss appropriation and collaboration in their own work • economists and business leaders interested in the new relationships that are emerging between media producers and consumers • activists and netizens interested in the ways new technologies democratize who has the right to be an author Among topics the conference might explore: • history of authorship and copyright • folk practices in traditional and contemporary society • appropriating materials from other cultures: political and ethical dilemmas • poetics and politics of fan culture • blogging, podcasting, and collective intelligence • media literacy and the ethics of participatory culture • artistic collaboration and cultural production, past and present • fair use and intellectual property • sampling and remixing in popular music • cultural production in traditional and developing societies • Web 2.0 and the architecture of participation • creative industries and user-generated content • parody, spoofs, and mash-ups as critical commentary • game mods and machinima • the workings of genre in different media systems • law and technological change Short abstracts of no more than 200 words for papers or panels should be sent via email to Brad Seawell at [EMAIL PROTECTED] no later than January 5, 2006 . Brad can be reached by phone at 617-253-3521. Email submissions are preferred, but abstracts can be mailed to: Brad Seawell 14N-430 MIT Cambridge , MA 02139 This will be our fifth media in transition conference. The previous conferences were the inaugural Media in Transition conference, MiT2: globalization and convergence, MiT3: television and MiT4: the work of stories. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org
Re: [DDN] Nicholas Negroponte- ISTE NECC Speech
I agree with David about the the training and pedagogical support of teachers. While on the NII, I tried to talk the other members into a series of scheduled professional development opportunities for teachers that would be national. We did evolve with the help of Linda Roberts some strategic places that were regional resources for teachers, but regional is often remote, though many of us took advantage of it. The whole discussion about the way in which technology can work hinges on people using them with skill, I am sure everyone knows that I believe in teacher professional development on an ongoing basis, content specific, toys and stuff later, that is blogs, wikis and all of that. I believe that teachers have to get their pedagogy together. I write this from ASEC, I am at NASA Ames going in for a new set of information and ideas. While thinking about this I am also aware of Internet 2, the grid, and teragrid. I think it is a shame in our nation that the secretary of education seems to be clueless, about the digital divide and that even some of the members of congress have a problem understanding technology. ( tubes) When Al Gore was working with us in technology, he was a user of technology and understood it and the media never gave him credit for his work and interest and support. Also the office of technology assessment was zeroed out and now we depend on dedicated staff of Senators, and vendors and the good will of the senators who enter into the fray without much unbiased information. International people need to know that there are plenty of areas in the us where Navajo are sixty miles from the chapter house with a phone, and that rural in some places in California is 12 K... but why should the congress care about that? Do you think they have time for trivia like that? Sucking up syrup through a straw in the dead of a winter storm is much faster. The applications that are high speed take so long to load, that lots of people cannot use them, hence we do have in some areas of training DVD's and other ways to share information. The speech was made by Nicholas Negroponte. I just thought it would be interesting for people to know the views of various ed tech leaders for their own knowledge and information. Bonnie Bracey Sutton ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Nicholas Negroponte- ISTE NECC Speech
In a message dated 7/16/06 5:07:41 PM, [EMAIL PROTECTED] writes: I read your comment as suggesting that teachers are incapable of technical self-development due to extraneous factors (or have I misunderstood?). A lot of the work we did with Telecentre's in the '90's involved working with remote district schools to give teachers contact with technology - In many cases it was a matter of kids teaching the teachers, however it was not uncommon for teachers to also use the Telecentre after school-hours for individual skills development. I'm not sure I agree with you that all teachers lack the will and drive required for self-development in the face of adverse learning conditions (time constraints etc.). I am not talking about sort of teaching with technology. I mean to use technology as more than a tool so that students know you know your stuff. Media for inquiry, communication, construction, and expression. I think you are misreading me. I am self taught. Well Phil and others prod me to do the new thing. My specialities are in subject matter. I studied with Cilt.org. I am really talking about something that few people think about, the meaningful integration of technology into the content area. I know that kids can teach the tech part, my husband works for GenY, and I have been often helped by a kid or two, I guess I think Moodle, wikis, and etc are ok, but I worry about the use of the deep web. I am not even talking about the cave, and cube, and teragrid. I know that too. I worry about extraordinary resources like those at the Exploratorium, and at www.eotepic, and the use of and understanding of more than the internet. Like the Forum on Nanotechnology, or http://www.exploratorium.edu/nanoscape/forums.html. I want teachers to be able to teach science, math, technology and engineering with all the certainly that they used to have in using the book. We create fearless, savvy, smart teachers. http://www.edutopia.org/foundation/courseware.php I am talking new applications and great resources in visualization and modeling and in high performance computing. I am going to SC 06 I think, where this is what happens. The Education Program theme this year is Impacting the classroom curricula: Bridging Discovery and Learning. The program builds and expands on the new pedagogical model for High Performance Computing where focus for participants is to empower faculty, students and K-12 educators to apply computational science across a variety of content areas. These areas include nanotechnology, life sciences, earth and atmospheric sciences, computer science, mathematics, and aerospace engineering and aeronautics. Before however one does computational science there are some other models out there. Chemsense is http://chemsense.org/. Biology workbench is http://workbench.sdsc.edu/ There is a student edition. Bob TInker has Molecular Workbench (MW) is even better. See http://molo.concord.org in fact, there is so much there. This is a database of learning activities based on MW. Also look at http://mw.concord.org where there are more models but most are less student-ready. For K-12 there is also Bugscope http://bugscope.beckman.uiuc.edu/. There is Chickscope. I thought I was good because I could hatch chickens, but this is much , much more and then some. I still get to teach what I know. There is so much that is new, and different that reading out of the book should be a crime IF that is all one does. Think . Library of Congress. Think Perseus, think www.earthwatch.org. I think a lot of people are only talking about machines. I am talking about content and pedagogy. Here is an example that a student could teach or point to for a teacher. But as a person trained in geography teachersneed some level of introduction and should know the resources. May I ask who will teach the behavior modification? It is the personalization of one's new teaching style based on the use of technology. I doubt that a kid can teach a teacher ways of managing a new way of teaching, it has to be learned. But there are even more resources on the George Lucas Educational Foundation that are professional development for teachers. I think teachers should be treated as the professionals that we want them to be. I am certainly going to NASA for ASEC training and then I will do professional development with it. NASA NASA has some of the best high-quality free resources for teachers at all levels, including lesson plans, posters, multimedia, photos, professional-development workshops, and interviews with scientists. Subjects are earth science, space, and technology. NASA also runs summer workshops. My favorite of their sites is http://www.windows.ucar.edu/. This is a web site at three different levels of student knowledge and it is deep. With the web teachers need more than shallow knowledge. National Science Digital Library http://nsdl.org/ The
[DDN] Nicholas Negroponte- ISTE NECC Speech- Teachers and Technology
In a message dated 7/17/06 7:15:28 AM, [EMAIL PROTECTED] writes: This is all awesome and you are truly heading in fantastic directions - but the context of discussion is $100 laptops distributed to school students in less developed countries. I doubt that most of these kids (or their teachers) will be diving into nanotechnology or the Lucas Foundation on first receipt and comprehension of a hand-crank laptop. I also doubt the proposed Wifi mesh network will eventuate within decades if at all (I live in rural Australia where we have had WiFi and Mesh technologies for more than a decade, yet the reality of coverage extending beyond 1 or 2% of the landmass is still just a pipe-dream - the vast majority of Negroponte's machines will be offline tools, not online - hence the relevance or otherwise of online content will be meaningless to these kids and their teachers for many years to come. Cheers, Don I am not hedging on just that machine. There are other devices and machines in the works. My friend Dave Hughes knows how to set up wonderful sets of infrastructure. And there is satellite. At this point we don't know the reality of the use of that machine, but we do know that it will create competition. ( the more the merrier...) Don, I ofthen work where there is dialup and I work where there is not much of anything .I know that there are uneven resources and that is the work that I do. I have never worked in rural Australia, but I have worked with Wendy Pye in New Zealand, in the beehive and in Maori schools. I think the point is that we have to help and extend a hand to people at whatever level that they are involved in. I will privately send you or anyone else who wants a copy of it the ICT book from the UN. I am doing a presentation for the AAAS in February a ninety minute symposium on Education in the developing countries and the global science web. I have just returned from Bad Bokelo, in the Netherlands after working with a wonderful group of teachers from Burkina Faso, Nigeria, the Gambia, South Africa, Zambia, Cameroons, Latvia, Lithuania, the Ukraine, Macedonia, Canada, Argentina, Egypt and so on, I have left out some of the countries, but I learned a long time ago that we have to help people at their level of connectivity. I have three people who have helped me to make connections around the globe Claude Almansi, Heba Ramzy, and Shafika Issacs Barden.. I don't often mention Andy, but he knows that I questioned him about the digital divide and what was the difference nationally and or internationally. He makes me think and the contacts here on the listserv help me frame ideas and solutions. I don't know all of the tech that Andy knows, but I realized that we are after the same goals we just have skills in different areas. Teachers love this listserv. There are many similarities in areas of need. Sometimes countries leapfrog using technology. I have a friend who helped to create wireless infrastructure in Mongolia. What we do is build and learn and understand what is possible and that is why I call it a learning landscape. Working in a school on my own with little technology was how I learned about computers. Working with other teachers on the Global Teenager Project, [EMAIL PROTECTED], Global Schoolhouse, or Thinkquest is a way to include global participation using whatever level of technology people have. One of the sites that I recently judged in Africa in the Thinkquest program was that of a student who biked 14 miles both ways when he had to upload information from his site to a school in San Diego. Some of the schools that I work with in Global Teenager Project don't have connectivity at all. The teacher uploads , and downloads the resources acting as mailman or woman. We do what we have to to make it work. I will send you the book separately. I don't make fun of teachers or the level of technology that anyone has. I have been there. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Battling the digital divide with €1 a da y
http://www.itworldcanada.com/a/Daily-News/119a33e9-7324-46a9-af18-ff47ca4c19a4.html By: Peter Sayer IDG News Serivce (Paris Bureau) (13 Jul 2006) France plans to offer 1.2 million of the country's poorest citizens a computer with broadband Internet access for a daily fee of €1 (US$1.28), to ensure that they have access to the increasing number of government services available online. The government will guarantee the price of €1 a day for the poorest segment of the population, probably using the same selection criteria as a project that offers electricity at a special basic needs tariff. The price of €1 a day is highly symbolic: Other projects offer young people the chance to take lessons and pass their driving test for €1 a day, while in 2004 the government sponsored a project to offer university students a laptop for €1 a day. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Bob Hofman- an International Innovator
Since I was sort of banished from the US world of technology for working with Bill Clinton, I have created lots of international friends while working my way back to what is left after NCLB . I spent the last week with my friend Bob Hofman in the Netherlands. There was a host of good friends there who are innovative and creative in the use of technology. Bob Hofman (1955) Global Learning Innovator and Consultant Bob Hofman has spent 25 years teaching, with a focus on learning expeditions and ICT (information and communication technology) policy based development. His strength is in designing innovative global educational programs that are generative, authentic, and respond to the evolving changes our world is facing. In 1996, he became the head of the ICT-department at the HAN/University of Nijmegen. During his three years at the university, he designed national and international courses for ICT-coordinators and conducted professional development and consultancy in more than 30 countries. ICTE In 2000 he started his company ICTE, where the 7 C’s of global learning became the theme of a global exploration. ICTE works frequently with the Dutch Ministry of Education and the National Educational Portal “Kennisnet.” Through Kennisnet, he coordinates the “Twinschool” project, which connects schools in Canada and the US on a 1:1 base to schools in the Netherlands. As designer of “tailor made” (Special Needs Education) and “Borderless learning” he manages two nationally respected innovative learning arrangements. He also holds the chair for the iEARN (International Education and Resource Network)-Netherlands foundation and is an assembly member of iEARN International. As co-initiator of the Global Teenager Project, he is involved with a fast growing and high quality learning network that currently covers more than 7,500 students in over 35 countries. His wife Dini and their four global teenagers— Renske, Koen, Aafke, and Anne—keep this “global enabler” with both feet on the ground. I especially love his projects that are the resources for special needs children. I have failed to share this with you because of fears about copyright. I thought about him when I saw the winner of the ISTE teacher award. I forgot to nominate him. We spent time last week in Bad Bokelo, the Netherlands with a wonderful group of International teachers who are coordinators for their countries in the Global Teenager project. He is doing so much wonderful work. I hope he will share some of it with you. Check out his company web page http://www.ict-edu.nl/content/nederlands/icte/middenframe_7c-main.html ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Erate Update
In a message dated 7/16/06 2:05:40 PM, [EMAIL PROTECTED] writes: While I'm totally for the Erate to exist and pay for schools and libraries to have great service, the real issue isn't increasing the total fund but getting rid of all of the abuses so that the schools can get more money. --- And finding out what happened to the commitments already paid for by customers. Example: Ohio... by 2000, everything should be wired with fiber? -- didn't happen but customers paid for it. I was involved in the conception and roll out of the E-rate. As the only person with no money on the council, I fully understood that there was a huge problem in many schools. That the e-rate became a telecom hog, is due to the many restrictions and additions and laws placed on it by the congress in its effort to kill the proposal off. This is a new time and there are new ways to do e-rate. But I don't think anyone is listening. We have a congress which may erase the ETT, the main fund for teachers, and there is a very good article that was written, not by me, but that reflects the problems of the times. Some people in Washington think that there is no digital divide and that all teachers have been given training to create the possibility for use of the technology as media which we have in so many ways in some places. Even within the high income nations, the digital divides exist: between urban and rural areas, the two genders, age groups, and racial groups. This is outlined in a new report, Published Thursday, 6 July, 2006 - 10:08 The Digital Divide Report: ICT Diffusion Index, 2005 (UNCTAD/ITE/IPC/2006/5) http://www.egovmonitor.com/node/6638 Please read this article first A Nation Left Behind in Ed Tech *http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=6442 * I have been working in ed tech for a long time. I was a teacher who discovered the magic of using media , and so my stance is not political, unless you think only in red and blue. I think chalk and talk and media as technology. In the last two years I have been tossing and turning about what is going on, or not going on in ed tech in the US. I also have been watching and being involved in the work of many countries aspiring to use educational technology. You may have read the UN Task Force Report from the Dublin Meeting. We showcased lots of different uses of technology, from those who were willing to share information in the middle of the summer, and the final book came out to be distributed at WSIS in Tunis. You can see ,on this website, the report of the work that has been done. The publications are there. http://www.unicttaskforce.org/ The publication I assisted , edited with is herehttp://www.unicttaskforce.org/perl/documents.pl?id=1570 for Education – A Multistakeholder Approach Education is the cornerstone of sustainable development. It contributes to building a modern and thriving society and empowers communities and citizens to fully participate in development and prosperity. While the right to education is recognized as fundamental for each citizen, access to it is not guaranteed. In the developing world, the essential building blocks for education systems are suffering from deficiencies, ICT can help respond to these challenges and create the environment that is conducive for effective and quality education systems. While the world vaults forward to achieve the use of technology as media, which to me includes Internet 2, Grid Computing, Teragrid, it seems that we are poised in the US to stay in place by public policy. There are few voices that are in support of the use of technology in schools these days. Our children are surrounded by media and the only use that many want to make of technology is to have testing done. Surely that is a misleading effort. Teaching is not understood by many. The way the Congress did things was to make the application so difficult one almost had to have a lawyer to complete the application. I spent a year traveling around to help those who did not have grant writers and those who did not let the telco's write their plan. No one mentions that the application was initially online , and that was hell for those who had no technology experience. Indeed, I had a dear friend who was terminally ill, who put off his treatment because he was the expert in E-rate , and it was so difficult for others to complete the paperwork. You may remember Chip Daley. That is testimony to how difficult the application became. I am sure that those who never wanted it are smiling as we try to wrest it from the telcos, but they made it something only a lawyer could love. I rest my case. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body
[DDN] Erate Update
-E-Rate Update Though Funding Year 2006 is proceeding smoothly, the future of the E-Rate program is not totally assured. Though reforms and new regulations have calmed much of the concern about corruption and abuse of E-Rate funding, there are still legislators who want to limit the program. Congress is in the process of rewriting the nation's telecommunications laws and the E-Rate is one area of debate. The House has completed its work, passing a bill that in no way alters the existing universal service fund or the E-Rate program. The Senate is still working on its version of the bill, which contains a number of E-Rate friendly provisions. The Senate bill was authored by Senate Commerce Committee Chairman Ted Stevens (R-AK). The bill would grant the E-Rate program a permanent exemption to the Anti-Deficiency Act (ADA). The ADA requires that federal programs have the money in hand before issuing any funding commitments. Rigid application of that rule shut the E-Rate program down for three months in 2004. The Senate bill also calls for the FCC to establish a system to sanction applicants and providers who knowingly and repeatedly violate program rules, as well as creating performance measures for E-rate applicants. Most importantly, the bill proposes expanding the base of contributions to the universal service program (USP). Currently the universal service program is financed by payments from the telephone companies that provide long-distance services. But increased cell phone usage and services like VoIP are cutting into the payment base. Expanding the pool of telecommunications companies and services that contribute to the USP would go a long way toward providing program stability. Source: CRN It might be time to use old technology, pen and ink in a letter to your EL ECTED representative. I think it would be a good idea to get some of the digital natives you know to also express their opinions to their ELECTED representatives. They may like doing it online, but we have been told by some offices in the Nation's Capitol that fax and phones and letters directed to the individual's elected representative weigh in a lot more. I wish there was an initative, postcards from the people, that would be a technology postcard from interested individuals with a picture of the kids from the areas using media as technology. What about it? Bonnie Bracey Sutton ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Nicholas Negroponte- ISTE NECC Speech
The conference was so intense that I never got to even do a workshop. I did attend SIG meetings and the digital equity meeting, and the other important meetings. I did three sessions of Global Gallery but I did attend the fireworks, and a few dinners. I am sorry that I missed to meet the people that you spoke of. I didn't even do the zoo, or the beach, or the sightseeing events. Conferences are an interesting mix, sometimes you can be a freeflow participant with the choice of what you want to do. As you begin to know people there are events and activities that you want to do. As you become empowered with the group, you have a sense of responsibility and a purpose to help others. The sense of the conference changes. My mission was to help establish the digital equity session , and to also talk about the insertion of the content and learning landscape along with the wikis, toys, and technology devices. Bonnie Bracey Sutton ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Nicholas Negroponte- ISTE NECC Speech
In a message dated 7/10/06 5:20:25 PM, [EMAIL PROTECTED] writes: This is a very grand vision, no doubt, but there crucial points that may be brushed over in the rhetoric. I'll point out one example, since it was one I was looking for: The children will maintain the laptops themselves. I am sure that I am not steeped enough in the initiative to answer this question, but he seemed to say that they are making the computer so simple to fix that the children can take care of the problems. which will be simple based on the design of the tool. We did not talk about content, I did with a young lady from MIT but we only were talking about specialized software or initiatives that meet the millenium I was only sitting in the audience reporting what I heard. It is good to think about the content. So often we only talk about the hardware. Bonnie Bracey Sutton bbr ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Nicholas Negroponte- ISTE NECC Speech
I am listening to Nicholas Negroponte, telling his story about the computer that will change the world. He has referenced the beginning of the ideas , back from Seymour Papert's ideas of teaching children to think, and how we could use Logo programming when it was a new initiative. He said, that , back then in the seventies, that it changed the way that children using technology to think. Thirty years forward, he is describing the way it works in developing nations and the difficulty of getting there , the location, the place, a person with old pc's with a generator.. and they are teaching the kids Word and Excel in various countries all over the world.. with the misconception that learning these programs will change the world. He is describing to us the three basic principles Use technology to learn learning not to learn something teaching is one but not the only way to achieve learning Leverage children themselves some 50 percent of the children in this world live in rural , poor, part of the world and many of the children have barely a sixth grade education, and go to school in shifts in huge groups. More peer to peer teaching has to happen, and the children have to help with the learning. He showed various pictures of children around the world who were being introduced to technology from Dakar to Costa Rica... There are pictures of children from India, to ..Kashmir... and they showed use of wifi to connect the various groups of children. But connectivity is not the thing the truth is that this technology is unfolding, the problem is not telecommunications it is the laptops.. the LAPTOPS He sent his son to Cambodia to create a project, and they had connectivity, laptops, and created a infrastructure in villages with no electricity, no roads, no resources, no lights.. the computers go home, and the light from the computers was the only light at home. ( as long as the batteries lasted) Story in the US Angus King started the laptop initiative in Maine and it was revolutionary. He states that the initiative creates a new way of looking at technology. He described the initiative. What is One Laptop Per Child? 1.A non profit entity of $30 M funding for non recurring engineering costs 2. About scale, scale, being global is crucial launch 5-10 million in 2007 50-150 million 2008 , in five large diverse countries. 3. To provide to children, to own, to take home to use seamlessly. There are partners Google, Ebay, AMC, News Corp, Brightstar, Marvell, Nortell, Red hat, 3M, etc A lot about laptops This is an education and a learning project. Getting to a hundred dollard is sales, marketing and profit. the costs can be 60 percent. Eliminate half of the cost by not doing these things. No Sales, Marketing, Distribiution, first purchase order, 5-10 M units, Linux, reduce display cost leveraging backlight innovation. 75 percent of the cost is to support the software and the features and these features cost us. Don't need a little dog pawing its foot while the thing is searching. We must skinny the computers down.. Geez. Get a real computer. reality it will be so fast it will be like a bat out of hell. It will be fast. 500 Mhz AMD and x86 processor 128 DRAM 512 Flash 2 w Nominal can be human power ( you can crank, power, pedal to get the power) 50 percent of the children in the world DON'T have power 3 USB Ports Stereo sound with 2 audio out WIFI mesh Network Mesh is the way to the Internet rugged Dual Mode display Camera under consideration * information about boosters and shared memory 20 kids in a classroom .. ten gigs.. CL 1 M/B Configeration He showed the diagram, but the United States Justice Dept did not let it in from customs yet Dual Mode Display Spatial Color, backlike transmissive 3 pixels olpc LCD display Sunlight readable, reflective Open source has to be open source Skinny Linux Instant On will be faster than your laptop parallel commercial channels white box and brands private labels Maintenance by the kids Design Not cheap, not toy One broken in Cambodia in 3 and one half years. the children take them HOME. Yes they will get used, they will have testing , to be dropped, to be broken, to have icecream dripped over them and so forth, The version that was introduced in Tunis was the first of a variety of computers. The colors are the way we refer to them and know which prototype they are the green machine, the blue machine etc. Ok the crank did not work in the first machine. the crank is now on the ac adapter. Dog energy can be used to run it.. he made a series of jokes. Seed A-Pivot screen, e book shown Blue, book, side with crank out, Orange ( the one in customs, with the rabbit ears allows the mesh network to work. Red more detailed features, larger display, Bill Gates said get a real display, the one on the red is bigger than Oragami.. Also part of the package $100 server with 300 GB Interschool wireless
[DDN] MIT Comparative Media Studies Director Henry Jenkins interviewed about MySpace.com and Deleting Online Predators Act (DOPA)
In a message dated 5/30/06 11:58:43 AM, [EMAIL PROTECTED] writes: CMS Director Henry Jenkins was recently interviewed along with Berkeley graduate student danah boyd about the current public policy debate over MySpace and other social networking Web sites. The interview is available from Jenkins' Web site at http://web.mit.edu/cms/People/henry3/myspaceissues.htm Readers can send comments and questions to the authors (email address at end of interview). thanks, Brad === Brad Seawell, Program Coordinator MIT Communications Forum http://web.mit.edu/comm-forum 14N-430 Massachusetts Institute of Technology Cambridge, MA 02139 voice 617-253-3521 fax 617-253-6105 ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] A 21st century school in the West African Country of Liberia
Generation Y has embarked on a major initiative to establish a 21st century school in the West African country of Liberia, a country without schools due to decades of civil war. Generation Y's executive director, Dr. Dennis Harper, taught in Liberia from 1975 -1977 and is working with many former students on this effort. Dr. Harper traveled to Liberia in May 2005 and has made other visits since. The Foundation is currently leading the fund-raising activities for the new school. For more details, see http://www.newacsis.org http://www.newacsis.org/lrs.html. Liberia, officially the Republic of Liberia, is a country on the west coast of Africa , bordered by Sierra Leone, Guinea, and Côte d'Ivoire. Liberia, which means Land of the Free, was founded as an independent nation by freed slaves from the United States. Recently it has witnessed two civil wars, the Liberian Civil War (1989-1996), and the Second Liberian Civil War (1999-2003), that have displaced hundreds of thousands and destroyed its economy. ABOUT GENERATION Y Generation Y is a non-profit corporation that seeks to promote constructive technology use by youth around the world. Generation Y holds the values of o Empowerment of all youth o Fostering collaborative youth-adult partnerships for the betterment of all community members We work with all youth to help them effectively participate in learning communities using the leadership and technology skills developed through our programs, research partnerships, and workshops. 2584 R.W. Johnson Rd. Olympia, WA 98512 Phone: 360-528-2346 Fax: 360-528-2350 Director Dr. Dennis Harper Office: 360-528-2346 [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] L@@K! National Education Computing Conference - global project-based learning
I am also presenting in the global gallery , it will be fun to be with Yvonne, Ed and those of us who have been working the world for a l ong, long time. Bonnie ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Can Computers Help Schools? The wrong perspective Yes ( a focus) Digital Libraries 1
Here is one perspective that was missed in the article by Jay Mathews Digital Libraries Most of us grew up with a community library as a resource. In my neighborhood there were slim pickings.. and in the school a limited selection. We now have access through the use of computers to digital libraries and resources beyond the information given to us by teachers. As a teacher the school library often did not have enough resources for the students and they would have to settle for another topic or.. another project to study. I could go on but you get the drift of this. A digital library is a library in which a significant proportion of the resources are available in machine-readable format (as opposed to print or microform), accessible by means of computers. The digital content may be locally held or accessed remotely via computer networks. In libraries, the process of digitization began with the catalog, moved to periodical indexes and abstracting services, then to periodicals and large reference works, and finally to book publishing. Some of the largest and most successful digital libraries are Project Gutenberg, ibiblio and the Internet Archive. Source Wikipedia The digital library is a resource that changes teaching and learning in any country. Libraries are a fundamental part of the cultural landscape of any country. They preserve the achievements of the past and provide access to the common heritage of humanity. They are fundamental components of the education and training system, and increasingly an important instrument for spreading the values of rationality, tolerance and the scientific outlook. Many libraries have important public outreach functions. However, they are also an essential part of the scientific research and development efforts that drive contempoerary economic growth. There is a great article on Vint Cerf and why libraries , technology can help, schools, and homes. Vint Cerf helps Google digitize books From the Web May 18, 2006 16:18 The Washington Post today has an interview with Internet pioneer Vinton Cerf, who now holds the title of Chief Internet Evangelist at Google. In it, he talks about his efforts to digitize and make freely available the content of tens of thousands of the world's great volumes. Think for a moment about the dead-tree problem, he said. When you stand in your own personal library looking for something and you realize that A, you can't remember which book it was in, and B, there's no way you can go through manually looking at all the pages, then you think, 'God, I wish all this stuff was online.' That's the stated goal of Google's library project, to create a massive electronic card catalog that will help people find information in published books, much as Google already does with Web pages. (The Washington Post) There are a lot of digital library sites. I would pick LOC.gov as the beginning one. bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] BRIDGING THE DIGITAL DIVIDE AT NEPAD COUNCIL CONFERENCE
In a message dated 5/5/06 7:50:55 PM, [EMAIL PROTECTED] writes: BRIDGING THE DIGITAL DIVIDE KEY THEME AT NEPAD COUNCIL CONFERENCE Bridging the digital divide is the key to closing economic gaps between ethnic communities, especially in Africa. This will be one of the main themes to be discussed at Africa’s largest Information and Communication Technology (ICT) conference to be hosted by the NEPAD Council at the Kenyatta International Conference Centre in Nairobi, Kenya, later this month. One of the leading voices in the United States on the subject of equity and information and communication technology, Tyrone D. Taborn, chairman of the American Career Communications Group, will lead discussions on the topic. The “digital divide refers to the difference in computer and technology skills that tends to exist between people of different racial backgrounds. The issue is of major significant because studies suggest that more than 60 percent af future jobs will require computer skills and network usage. Taborn also warns that people with computer skills will earn more than 40 percent more than those without it. According to a report issued by the National Telecommunications and Information Administration and the U.S. Department of Commerce, computer use by blacks lags behind that of non-Hispanic whites by more than 14 percent while Internet use by blacks trails that of non-Hispanic whites by nearly 20 percent. This divide is even larger in Africa. Finding Solutions to this trend and boosting global public awareness of the “ digital divide” has become a crusade by Taborn. We've generated awareness and I'm tremendously proud of that. However, our task is nowhere near complete. We've got to inspire a movement,” says Taborn, who will address policy makers, financiers, industry leaders, scientists, engineers and educators from Africa and the rest of the world at the conference. As one of the most important continental events on African soil the NEPAD Council is proud to organise ICT Africa 2006 in collaboration with the Kenyan Government, NEPAD Secretariat in Kenya and the Institute for Electrical and Electronic Engineers (IEEE). ICT Africa will also include several tutorials to address information and communications issues for the entire African continent. NEPAD Council is an organisation of professionals whose mission is to support the implementation of NEPAD objectives. NEPAD Council is recognised and endorsed by the NEPAD Secretariat and the NEPAD Heads of State and Government Implementation Committee and is registered as a non-profit organisation in New York State, USA, and headquartered in Port Elizabeth, South Africa. NEPAD Council is also a member of the NEPAD civil society organisations (CSO). This year’s conference will run from 17 to 21 May. For more information about the conference, visit our conference website at http://www.nepadcouncil.org/ICTeAfrica2006 or contact our conference secretary, Alida Phielix via e-mail at [EMAIL PROTECTED], or our representative in Kenya, Pam Odero at [EMAIL PROTECTED] ___ Powered by Microsoft Small Business To unsubscribe follow the link: http://lb.bcentral.com/ex/sp?c=5558s=609D3EF35EB2E715m=251 ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] I saw a vignette about this in a film about Poptech... It is technology at its best
The Barefoot College - promoting productive employment for youth DESCRIPTION A hundred years ago, when villages in India had no urban-trained professionals with impressive paper qualifications, what did the villagers do? They developed their own knowledge, skills and wisdom to solve their basic problems of drinking water, health, education and employment. The Barefoot College has been reviving and giving more respect and dignity to knowledge, skills and wisdom that have been devalued and discarded by modern-day planners and ‘experts’. The idea is to apply traditional, indigenous knowledge and skills to solving these basic problems, and thus to reduce villagers’ dependency on the expertise from outside which is so often inappropriate and irrelevant. Villagers are encouraged to depend more on their own common sense, on their indigenous institutions, and on their own practical skills and ability to judge what is possible. The skills taught at the Barefoot College are aimed at providing the basic services villagers need: safe drinking water, sanitation, education, and health care. The College is a non-formal training institute where young men and women are taught practical skills by village teachers, many of whom have no formal qualifications. Teaching and learning are based on the day-to-day needs of villagers. The approach has given the College a grassroots base, made the training low-cost, and demonstrated the sustainability of community skills that have never been endorsed by any recognized university or college. Up to now the practice of using village knowledge and skills has only been paid lip-service; it has never really enjoyed real confidence or been given a full opportunity. If you can catch this video on PBS .. do so. It has great examples and models to share. Bonnie Bracey Sutton [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Global Alliance: invitation to Kuala Lumpur meeting
If you look on the website, they describe the kind of people they are interested in. I went to Ireland by invitation, paid my way, and was involved in meaningful work. I suppose if one has the means to volunteer, Ireland was not so expensive, ... don't know about Malaysia. Bonnie Bracey Sutton. bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] ICT Training For Mathematics Teachers
In a message dated 4/19/06 4:00:51 AM, [EMAIL PROTECTED] writes: (apologies for cross-posting) This is a call to computer literate high school mathematics teachers in Gauteng to attend a pilot ICT training course in Johannesburg to test course material developed by the Community Education Computer Society (CECS), an ICT training NGO which was established in 1985. The Open Society Initiative for Southern Africa (OSISA) has provided CECS with support to develop an ICT training course for teachers in Southern Africa. The ICT training courses is aimed at equipping mathematics teachers with the skills and knowledge to use a word-processing program to develop resources such as test/exam papers or assignment which incorporates formulae and diagrams. PREREQUISITES You must: - Be comfortable using a word-processing program - Be teaching mathematics at a senior secondary or high school level on a full-time basis - Be willing to train other mathematics teachers WHEN Date: Saturday, 13 May 2006 Time: 8:30 - 16:00 COST There will be no cost attached. However, future ICT training courses will attract a course fee. HOW TO APPLY? There are places for 10 teachers. Please send us the following details by fax, e-mail or hand-delivered: 1. Your name and surname 2. Name and contact number of school where you are teaching 3. The location of the school 4. Your contact number and e-mail address 5. The grade you are teaching and the number of years you are teaching mathematics 6. The number of mathematics teachers at your school 7. Name the word-processing program you are using and how long you have been using it 8. Motivation for why you want to attend You should apply before or on the 2 May 2006 and successful applicants will be notified before or on 8 May 2006. Send us your details if you would like to attend an ICT training course of this nature, but is unable to. Future ICT training courses will be on a first-come-first-serve basis. HOW TO CONTACT US Physical: 41 Fox Street, 4th Floor Edura House, Johannesburg, South Africa, 2000 Tel: (011) 834-3329/1365 Fax: (011) 834-9054 E-mail: [EMAIL PROTECTED] URL: www.cecs.org.za ICT Literacy For All bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Digital Divide , Yes Virginia , there is such a thing
in communities of learning where allowable practices are determined by someone other than the teacher. The teacher is no longer even a learning guide. She or he has scripted tasks to do, how boring is that? May I politely say there is a teacher problem, that is we no longer have a dependent group of women, or minorities who see teaching and being involved in school systems as their only reliable and dependable employment. In the use of technology funding , support, knowledge, and community understanding play a huge role. Technology challenges the old educational systems. As we wrote in the NIIAC Kickstart document, and in a FOCAS, Aspen report, ( Forum on Communications and Society) , technology has the ability, figurately speaking to tear down the walls of the classroom, forcing people to recognize that learning is not an activitied limited to the physical and administrative confines of the formal educational system. If used well educational technology can be a powerful force, a tool for imporving the motivations and incentives for learning. It can be also an invaluable aid to teachers , revolutionizing the way that they practice their profession.' In our work , we decided that the goals were to improve the incentives for learning inside and outside of the classroom. to promore equity and access in the acquisition and use of these technologies and informed dialogue about the importance and benefits of learning technologies. to identify new sources of funding , as in Erate, and some governmental initiatives to level the technology playing field. to assist educators in understanding and using the new tools for learning that technology offers, and to enhance learning opportunities for people of all ages and backgraounds throught he use of communications and information technologies. This excerpt is from Creating a Learning Society, Initiatives for Education and Technology, which was a report of the Aspen Institute Forum on Communications and Society. It was done in 1996. ISBN )-89834-197-2 To think about: For the digital divide Connectivity will increase: With the widespread adoption of wireless technologies, connectivity is increasing. More users and more devices are connected to the internet (and each other) than ever before. This connectivity comes in many forms including WiFi, GPRS, and BlueTooth. Consumer electronics as smart, connected, devices: So-called “digital convergence” is accelerating. Increasingly devices that were thought of as entertainment devices (gaming consoles, personal video recorders, etc.) are becoming network connected devices. Constellations of smart, connected devices: More and more, students and faculty are using a constellation of devices. Increasingly, these devices are become smart, connected devices. These devices range from cellular phones, dedicated e-mail devices, music player devices, Pocket PC's, and small form factor Tablet PC devices. Seamless online/offline experiences: As individuals become more mobile, making sure that they have ready access to always up to date information, whether connected to the network or not, is essential. The experience of moving from being connected to being unconnected needs to be seamless and natural for users. Aggregation as important as integration: Educators and learners alike need a single, contextualized view in their lives. Users want a single place to see tasks associated with their full-time job, their child's school activities, and of course, their own class tasks from the courses they are taking. While some of this can be achieved through backend integration between disparate systems, aggregation will continue to be of significant value to end users who lead increasingly more and more complicated lives, with more of their information distributed across systems that do not support integration. Presence integrated throughout: One way to reduce the challenges associated with two people interacting is to overcome barriers of time and space. Being able to determine another person's online presence (while respecting their rights to privacy) can help people interact with each other and thereby support their learning needs. Rights Management: While a great deal of attention has been paid to Rights Management from a software and music piracy perspective, these same core capabilities will be important in controlling access to sensitive data (such as student records) and also assuring the authenticity of digital artifacts (such as an electronic student portfolio. We failed to discuss the problems for students with disabillities. There is a digital divide. Food for thought Bonnie Bracey Sutton bbracey at aol com Bonnie Bracey Sutton ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word
[DDN] Fellowships and Grants, AAUW
Applications for the 2007-2008 academic year will be available on August 1, 2006. Please refer to each program for application details, eligibility requirements, and deadlines. • American Fellowships support women doctoral candidates completing dissertations and scholars seeking funds for postdoctoral research leave or for preparing completed research for publication. Applicants must be U.S citizens or permanent residents. One-year postdoctoral research leave fellowships, dissertation fellowships, and summer/short-term research publication grants are offered. http://www.aauw.org/fga/fellowships_grants/index.cfm • Career Development Grants support women who hold a bachelor's degree and who are preparing to advance their careers, change careers, or re-enter the work force. Applicants must be U.S citizens or permanent residents. • Community Action Grants provide seed money to individual women, AAUW branches and AAUW state organizations, as well as local community-based nonprofit organizations for innovative programs or nondegree research projects that promote education and equity for women and girls. Applicants must be U.S citizens or permanent residents. • International Fellowships are awarded for full-time graduate or postgraduate study or research to women who are not U.S. citizens or permanent residents. Supplemental grants support community-based projects in the fellow's home country. • Selected Professions Fellowships are awarded to women who are U.S. citizens or permanent residents and who intend to pursue a full-time course of study (during the fellowship year) in designated degree programs where women's participation traditionally has been low. • University Scholar-in-Residence, located at a college or university, undertakes and disseminates research on gender and equity for women and girls. To order multiple copies of the AAUW Educational Foundation fellowships brochure that includes these general descriptions for each fellowship program listed above, e-mail [EMAIL PROTECTED]; call 319/337-1716 ext. 60; or write to the customer service center at AAUW Educational Foundation Dept. 60 301 ACT Drive Iowa City, IA 52243-4030 ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] NEGROPONTE STICKS TO HIS GUNS
Nicholas Negroponte, professor at MIT and former director of the university's Media Lab, has responded to critics by reasserting his determination to develop a $100 laptop for developing nations. Negroponte said he has raised $29 million for his initiative, called One Laptop per Child, which has the backing of companies including Google, Advanced Micro Devices, Red Hat, and Quanta. Chief among Negroponte's critics are Microsoft and Intel, both of which have said the idea is fundamentally flawed. Negroponte dismissed those comments, insisting that providing such technology to children in developing nations will have a real impact on education and other kinds of development. Negroponte said his organization still plans to begin shipping computers--between 5 and 10 million of them--in early 2007 to countries including China, India, Egypt, Brazil, Thailand, Nigeria, and Argentina. Wired News, 4 April 2006 http://www.wired.com/news/technology/0,70584-0.html Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] bogus new york times article
they want all of the citizens to be aware, connected and able to participate. We know that rural in the US and distant in the US means that there many be a compromise in the type of service if there is service. In the area of education , having a computer does not necessary speak of fluency. Dr. Bertram Bruce , of UIUC says, and questions. Are there other ways to understand the role of technologies? I'd like to suggest several approaches, which provide lenses for seeing the phenomena of user appropriation as well as frameworks for interpreting what actually happens when the system is deployed . Pragmatic technology: One sense of pragmatic technology is the common-language notion of technology that works to meet real human needs, accommodates to users, and is situated in time, place, and setting. A second, related concept, comes from pragmatist theory (e.g., Addams, Dewey, James, Mead, Peirce), in which technology is seen as the outcome of resolving a problematic situation. The latter sees technologies as both means of action and forms of understanding (Dewey, 1938; Hickman, 1990). Situated evaluation: Closely related to the pragmatic technology conception situated evaluation, a framework for understanding innovation and change (Bruce, Peyton, Batson, 1993). This framework has several key ingredients: It emphasizes contrastive analysis and seeks to explore differences in use. Adaptive structuration: Use of any new technology is a long-term process of adaptation (Desanctis, Poole, 1994). This is not just to say that it takes time to learn how to use a new tool; more deeply it is that context determines use and in turn use determines context. The consequence is that we see processes of substitution, enlargement, reconfiguration. There's a whole book that Dr. Bruce has.. and then there's the report Technically Speaking which has a diagram of the effective uses of technology. I think the reporter was a mile wide and an inch deep in the thinking. Thinking points National Academy of Engineering Website http://www.nae.edu/nae/techlithome.nsf/weblinks/CTON-557R5G?OpenDocument Defining Technological Literacy One useful way to think about technological literacy is as a component of the more general, or cultural, literacy popularized by educational theorist E.D. Hirsch, Jr. Hirsch pointed out that literate people in every society and every culture share a body of knowledge that enables them to communicate with each other and make sense of the world around them. The kinds of things a literate person knows will vary from society to society and from era to era; so there is no absolute definition of literacy. In the early twenty-first century, however, cultural literacy must have a large technological component. Technological literacy is a much richer concept than computer literacy, although the two are often confused. Technological literacy can be thought of a comprising three interrelated dimensions that help describe the characteristics of a technologically literate person. I think our digital divide network create community and cultural literacy . and there is the digital equity service center, and we haven't even talked about digital libraries..and other applications.. with the use of technology. But that's another blog. I hate to be misquoted by reporters too, but that's their job. That's why I blog. Bonnie Bracey Sutton [EMAIL PROTECTED] Bonnie Bracey Sutton Speaker's Bureau, GLEF.org http://www.digitaldivide.net/profile/bbracey CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] The digital divide and Native Americans
Here is the link to the pdf file that has the entire GAO report. http://www.gao.gov/new.items/d06189.pdf The report for Native American Usage. source Karen Buller, www.niti.org Karen has a lot of information on Native American philosophies and information. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Tribal Information-http://americanindianhealth.nlm.nih.gov/tribes.html
• Tribal Government Websites (FirstGov.gov) • Tribes of the United States (American Indian Higher Education Consortium) • National Congress of American Indians • Indian Reservations in the Continental United States (National Park Service) • Alaska's Native Languages and Cultures (National Park Service) • ANCSA Native Corporations (National Park Service) • Federally Recognized Indian Reservations (Federal Emergency Management Agency) ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Digital divide and NAS report
the left hand is doing. Here is a reference to it. I would be grateful if anyone can give a whole copy of the report. Teachers may be forgiven if they cling to old models of teaching that have served them well in the past. All of their formal instruction and role models were driven by traditional teaching practices. Breaking away from traditional approaches to instruction means taking risks and venturing into the unknown. But this is precisely what is needed at the present time. - National Council For Accreditation of Teacher Education (NCATE) Task Force on Technology and Teacher Education, Technology and the New Professional Teacher: Preparing for the 21st Century Classroom (1997) Tomorrow's teachers will enter classrooms that look and feel much different than the classrooms their education professors may have taught in 30 years ago. Today, 98 percent of schools and 77 percent of classrooms are connected to the Internet. Bonnie Bracey Sutton bbracey at aol com Bonnie Bracey Sutton Speaker's Bureau, GLEF.org http://www.digitaldivide.net/profile/bbracey CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Digital divide and NAS report( sorry about the imprecise language)
of public education (e.g., ed-school preparation, state certification, uniform salary schedules) are least apt to yield the teachers we need in 2005. Given America's well-warranted anxiety about its future scientific knowhow, one would think that states would do all they could to address this challenge. Drafting rigorous standards is the first step—and a relatively easy (and inexpensive) one. Yet most states have again come up short. So besides pronouncements from blue-ribbon panels and best-selling authors, it must be asked whether we're sincere about improving science education in this country. The rest of the world isn't waiting for our answer. State of State Science Standards 2005, by Paul R. Gross Report Says States Aim Low in Science Class, by Michael Janofsky, New York Times http://www.edexcellence.net/foundation/gadfly/index.cfm#2582 Bonnie Bracey Sutton bbracey at aol com Sorry about the error, Daylight savings time I guess. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: Tribal Information-http://americanindianhealth.nlm.nih.gov/tribes.html
This is the link in the subject heading... http://americanindianhealth.nlm.nih.gov/tribes.html ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Recent Reports on the Digital Divide New York TImes is in Error
in the information technology (IT) workforce. The report notes that the problem of Latino preparation and participation in the IT workforce are inseparable from the education and training of their parents. Many of the Latino parents surveyed do not understand the link between education and opportunities in the IT industry. The report goes on to note that the World Wide Web lacks a true mix of cultural viewpoints. For example, Web sites for Latinos must translate content from English to Spanish and do more to provide content that addresses the communities they serve. The rapidly growing number of small businesses owned by Latinos must also learn to integrate networked technologies into their operations. The Latinos and Information Technology: The Promise and the Challenge report is available from the Tom's Rivera Policy Institute Web site. Online Content for Low-Income and Underserved Americans: An Issue Brief The Children's Partnership and the Markle Foundation have released an issue brief updating their comprehensive March 2000 analysis Online Content for Low-Income and Underserved Americans: The Digital Divide's New Frontier. This report looks at the extent to which the Internet offers content and tools for the estimated 50 million Americans with low incomes, limited-literacy or language skills, or disabilities. The new Issue Brief analyzes relevant shifts in Internet use, access, and demand; provides an updated snapshot of online content; and identifies key changes in the availability of relevant content since March 2000. The brief found that Internet information available today still does not meet the needs of 20 percent of Americans. This includes low-income Americans seeking resources to find employment and affordable housing, as well as non-English speakers who need information in languages other than English. The report also noted that expanding access to schools, community centers, and libraries has been successful in helping underserved populations find important resources. There has also been research and anecdotal evidence that gains in employment, education, and community development are the result of technology training and access. The Issue Brief is available on The Community Contentbank. The Web site is a project of the Children's Partnership to help bridge the content gap by providing relevant information and tools in other languages for underserved communities. Does the Digital Divide Still Exist? Bush Administration Shrugs, But Evidence Says Yes The Civil Rights Forum on Communications Policy, Consumer Federation of America, and Consumers Union released a study in May 2002 refuting the Bush Administration's conclusion that government intervention is no longer necessary to bridge the Digital Divide. Taking the numbers from A Nation Online, the report demonstrates that large gaps still exist between low- and high-income households. The report concludes by pointing to the Telecommunications Act of 1996 that mandates specific and predictable support mechanisms to preserve universal service. The act mandates that emerging telecommunications services may fall into the category of universal service when they have been subscribed to by a substantial majority of residential customers. The fact that 54 percent of Americans are now online should mean that the Internet could soon become worthy of universal service support. The report, Does the Digital Divide Still Exist? Bush Administration Shrugs, But Evidence Says Yes, is available on the Consumer Federation of America's Web site. The following Web sites appeared in this article: • A Nation Online: How Americans Are Expanding Their Use of the Internet: www.ntia.doc.gov/ntiahome/dn/ • Tomás Rivera Policy Institute: trpi.org/ • The Children's Partnership: www.childrenspartnership.org/ • Online Content for Low-Income and Underserved Americans: The Digital Divide's New Frontier.: www.childrenspartnership.org/pub/low_income/index.html • Issue Brief: www.contentbank.org/ataglance_issuebrief.asp • The Community Contentbank: www.contentbank.org/homepage.asp • Consumer Federation of America: www.consumerfederation.org/ • Consumers Union: www.consumersunion.org/ I have permission to use this article from GLEF.org, we just like to make sure that you know that it is on the web site. www.glef.org, and use the search engine to find many more. Bbracey at aol com Bonnie Bracey Sutton ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Race and the US digital divide: a current snapshot
where the new applications are and wish. I beg my friend to let me use the access grid.. does that reporter know what that is. I bet not. I know not . Here is an opportunity to understand some of the new applications .. and yes there is , a digital divide. Meanwhile you may have some people who are eligible for this. I hate it when people write an article that has a purpose other than the article title. Bbracey/Sutton Call for Student Participation - 2006 Summer Grid Workshop June 26-30, 2006 South Padre Island, Texas. Dear Colleagues, We wish to bring to your attention an exciting one-week summer workshop on Grid computing and its application in scientific data analysis for graduate and advanced undergraduate students. This 3rd annual event, first held in 2004, is jointly sponsored by the Center for Gravitational Wave Astronomy (CGWA), a NASA University Research Center at the University of Texas at Brownsville, the International Virtual Data Grid Laboratory, the Grid Physics Network and the Open Science Grid. The aim of this intensive school workshop is to provide a basic foundation in distributed computing, and valuable hands-on training in distributed computing techniques. The workshop introduces essential skills that will be needed by students in the natural and applied sciences, engineering, and computer science to conduct and support large-scale scientific analysis in the emerging Grid computing environment. Undergraduate or graduate students in Computer Science, Physics, Math and other sciences may apply. Applicants should have at least intermediate programming skills (one to two semesters of hands-on experience in C/C++, Java, Perl, and/or Python) and hands-on experience with UNIX or Linux in a networked environment. Workshop participants will work with some of the world's leading experts in Grid computing, through a blend of lectures, discussions, and hands-on computing exercises on large-scale Grid hardware and software resources. The curriculum will cover: * Overview of distributed computing concepts and tools * Concepts, tools, and techniques of Grid computing * Discovering and using Grid resources * Grid work scheduling and distributed data management * Web-service and Grid-service concepts * Tracking, managing and sharing data and applications * Techniques for workflow and collaboration Full or partial scholarships (including travel, accommodation, and per diem) are available for students, subject to evaluation of their application. Students from Minority Serving Institutions are strongly encouraged to apply. The school will take place at the University of Texas facility on South Padre Island (off the coast of the Gulf of Mexico) from June 26 to 30, 2006. The deadline of application is April 23, 2006. Selected candidates will be informed by April 30, 2006. For more information and an application form, please visit our web-site, http://cgwa.phys.utb.edu/Events/Summer2006/summergridws2006.php or contact our Student Development Coordinator, Ms. Martha Casquette (Phone: 956 882 6765, Fax : 956 882 6722). Thank you! Scott -- Scott Lathrop TeraGrid Director of Education, Outreach and Training 217-714-2517 (Cell) 630-252-6257 (Argonne National Laboratory) www.teragrid.org www.eotepic.org -- Robert M. Panoff, Ph.D., Pres. and Exec. Dir., Shodor Education Foundation, Inc. 300 W. Morgan St., Suite 1150, Durham, NC 27701 http://www.shodor.org VOX: +1-919-530-1911 FAX: +1-919-530-1944 Bonnie Bracey Sutton [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] New Initiative in The Phillipines - Ayala Foundation- Gilas.org
I worked with the NetDay effort and with the NIIAC, unfortunately the whole thing got politicized, and there was conflict. Also then the administrators of the schools were not necessarily well informed and were not sure about the use of technology.I spent a year flying back and forth , in a project called CyberEd and we visited for a week areas of poverty, which were enterprise and empowerment zones. We had a little more success, but everyone came doubting technology. The newspapers, Oprah , the Pope and all of those kinds of people complained about the uses of technology, often without much first hand information. The funniest and saddest thing to me was the attitude of some administrators. Mine had people to read my public emails and to send them to him and do you know he confronted me about what I said in email. Books he said, will never be replaced by technology, after he heard a radio show that I did. He was a royal pain in the rear. its one of the reasons I no long teach in a classroom. The technology was fine, but administrative understanding at that time was very scarce in some places. If you have information on how I can help the Phillipines initiative, or if there are resources that can be sent, I would like to be advised. I know this foundation because of work with the United Nations. http://www.gilas.org/index.htm Thank you Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] New Initiative in The Phillipines - Ayala Foundation- Gilas.org
You may have read about the Ayala Foundation in the book we had distributed at Tunis from the UN Global Task Force. The foundation has a new initiative, called GILAS. GILAS is an acronym for Gearing-up Internet Literacy and Access for Students. It is a project initiated by a group of private companies, and aimed at providing an Internet lab for each of the 5,443 public high schools in the Philippines. The Philippines spends approximately $64 per student per annum on secondary education; quite low compared to approximately $7,500 that the US spends, and $5,000 for Singapore. The Philippines ' huge budget deficit and the country's myriad of needs make it difficult for the government to increase its education spending. The lack of spending manifests itself in the lack of classrooms and teachers, poorly trained teachers, underdeveloped curricula and practically non-existent libraries. As a result, the quality of graduates from the public school system has been rapidly declining. As it is, only a few students are able to graduate: out of every 100 Filipino children who enter first grade, only 3 will finish college and 45 will finish secondary school. This under-education has severely handicapped the new participants in the national and global workforce. With the Internet, we have found a powerful and efficient tool to address the education gap among the country's youth. Access to the Internet democratizes information-giving students free access to electronic encyclopedias that aid in research, math, science, and languages. Libraries in the public school system are in poor condition and in need of basic books. Internet access provides a partial immediate solution to this problem. Computer labs in schools provide the tools for computer training, which prepares high-school student for jobs in the fast-growing business process outsourcing industry and other fields requiring basic computer skills. Computers and Internet access facilitate networking among schools and promote the sharing of teaching modules, the standardization of material, and teacher training. Currently, 6% of the country's public high schools have Internet labs. In 2000, the Ayala Foundation launched its Youth Tech program to provide Internet connectivity packages to schools that had received computers from a Japanese government grant. In 2001, a group of 28 private corporations and foundations called ConnectEd.ph was organized by the Makati Business Club to join the Ayala Foundation's effort. The group managed to wire 323 public high schools by end-2004. The success of these projects and the daunting task of reaching out to all of the country's public high schools prompted groups in the private sector to band together and work towards a common goal. In GILAS is the hope of making a tangible contribution to the youth of the Philippines. http://www.gilas.org/index.htm ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: pc refurbishment in the US
In a message dated 3/6/06 10:31:49 PM, [EMAIL PROTECTED] writes: My friend, who is the manager of Schoolnet Africa is looking for referrals PC refurbishment outfits. [EMAIL PROTECTED] writes: Am writing to ask if you can refer me to any PC refurbishment outfits in the US. I am working with UNESCO on a portal for PC refurb programs. Any ideas? Please feel free to speak directly to her, but do copy it to me if you will. Sincerely, Bonnie bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] [MU-SPIN Announce] 200+ Scholarships, Fellowships, Grants and Other Funding Opportunities
In a message dated 1/30/06 3:13:17 PM, [EMAIL PROTECTED] writes: We have posted a list of over 200 scholarships, fellowships, grants and other funding opportunities on the MU-SPIN web site at: http://muspin.gsfc.nasa.gov/scholarships.html for students majoring in various disciplines. The Project does not endorse nor maintain any of the resources listed on the above page, and some links may not work. If you would like to recommend a resource, please send the URL to webmaster at muspin.gsfc.nasa.gov forwarded by Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] CERN High School Teachers Programme 2006
the CERN teachers newsletter, I am very pleased to inform you that we are now accepting applications for the 2006 CERN High School Teachers Programme and I would like to ask you to publicise this as widely as possible among your friends, colleagues and contacts who you think may be interested. Please feel free to make announcements to teacher mailing lists or use any other means that you think will advertise the programme. The simplest way for people to learn about the programme and the application procedure is to use the link on the HST welcome page - http://teachers.web.cern.ch/teachers/ I apologise if you have already received this request via another mailing list and I thank you very much for your help. Of course if you are a physics teacher and are interested in the programme we will be delighted to receive your application. Best wishes Mick Storr Coordinator CERN High School Teachers Programme forwarded by Bonnie Bracey Sutton, CERN Fellow ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Christa McAuliffe
I was a teacher when Christa McAuliffe was selected for the mission in space. Because I was minority, I didn't bother to apply, and then it was different , for women in science. But I followed her, with the resources that NASA had and was ironically dressed in an astronaut jumpsuit, with a room of 75 children , who had come to see the faux, inside of a space shuttle we had constructed. I had the curriculum in hand and was ready to teach, following her prompt. The loudspeaker called me, and I had to leave the room. When I returned.. there was an ominous silence. Children took me by the hand and hugged me and said.. it could have been you. I was breathlessly silent, because I didnot understand what had happened, but the kids were all hugging me and crying. We went through the day ok. I think it was the first time I realized that the children really loved the science I taught, and that they valued me as a teacher. I can't tell you how many hugs I got that day and little notes to make me feel better. After that I became more proactive about girls and minorities in science , and in fact was chosen to be a Christa McAuliffe Educator for the NFIE, and a Challenger Center Fellow. It was an absolute tragedy, but we , in Christa's honor , taught lots of children about space science education. We met Christa's mom, who came to our Institute .. I hope we met the expectations that Christa had , to be a leader and a role model. I still sometimes have nightmares about that day, but more than the nightmares was the guidance of children to let me know how interested in science they were and that I should teach more of it. Thanks Andy, a perspective on that day. Bonnie Bracey Sutton bbracey at aol com. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Informal Summary of the Discussion on the proposed Global Alliance for ICT and Development, 17 November 2005, Tunis
I worked with the UN Task Force. I thought this summary would be helpful to you in understanding Tunis. Discussion on the proposed Global Alliance for ICT and Development (17 November 2005, Tunis) Informal summary Mr. José Antonio Ocampo, Chairman of the United Nations ICT Task Force and United Nations Under-Secretary-General for Economic and Social Affairs, opened the discussion on the proposed Global Alliance for ICT and Development. He noted that the follow-up to the World Summit on the Information Society (WSIS) should be an integral part of the implementation of the United Nations Development Agenda, and that the Tunis Agenda for the Information Society recognizes the multi-stakeholder approach to the WSIS follow up as essential. The Summit outcomes have endorsed the approach that the proposed Global Alliance would embody a multi-stakeholder complement to the intergovernmental follow-up and review processes that will take place under the Economic and Social Council's oversight. Mr. Ocampo referred to the paper on “principles” of the Alliance prepared as a result of a prolonged, wide and open consultation process, and suggested soliciting a final round of input from interested parties with a view to presenting the proposal to the Secretary-General by mid-December for his consideration and action. This proposal would address, among others, the three areas that were at the center of the meeting’s attention: 1) the organizational elements of the Global Alliance to ensure its effectiveness, visibility, efficiency, sustainability and impact; 2) participation in the Alliance, in particular how to balance the principle of inclusiveness with the need to ensure relevance and coherence of interests and purposes; and 3) development of an adequate and sustainable resource foundation for the Alliance. Mr. Sarbuland Khan, Executive Coordinator of the ICT Task Force and Director of the United Nations Office for ECOSOC Support and Coordination, recounted the extensive consultation process and presented the highlights of the “ Principles and Elements” document that has been the basis for discussion. He emphasized that the proposed Alliance would be complementary but not duplicative to the future Internet Governance Forum (IGF) that had been mandated by the Tunis Agenda for the Information Society. These two streams would be broad processes both under the authority of the Secretary-General. He expressed his pleasure with the positive feedback on the Global Alliance concept that has so far been received from many stakeholders. The floor was opened for comments. Amb. Daniel Stauffacher (Switzerland) observed that the WSIS outcome documents provide clarity on the follow-up process and contain a mandate for multi-stakeholder initiatives such as the proposed Global Alliance. He hoped that the Secretary-General would launch the process in the near future. Amb. Janis Karklins, President of the WSIS PrepCom, explained that during the PrepCom process he had proposed a role for multi-stakeholder entities in two areas – implementation and policy debate – and he foresaw the Global Alliance as the mechanism for the latter. Ms. Lyndall Shope-Mafole (South Africa) saw the Alliance as filling the intellectual vacuum in ICT-for-development that will be left with the conclusion of the UN ICT Task Force by creating an open forum for discussion of specific topics with the aim of solving real problems and providing advice to the Secretary-General and the UN system. Mr. Souheil Marine of Alcatel supported this statement. Prof. Wolfgang Kleinwächter (University of Aarhus) said the awareness of the importance of ICT to economic and social development is still at a low level outside of the WSIS (this was seconded by Mr. Brendan Tuohy of Ireland) and that the work of the Alliance should be closely linked to the MDG process. Mr. Peter Hellmonds (Siemens) stated that the Global Alliance should be able to provide more than just policy advice, but also contribute directly to the follow-up of the WSIS process. Mr. Bertrand de La Chapelle (wsis-online) agreed that the Global Alliance could be a tool at the disposal of the UN Secretary-General for the follow-up and implementation of the WSIS but should also bring together the ICT and development communities in order to achieve the MDGs. Mr. Fred Tipson (Microsoft) stated that the WSIS, where the focus of attention was on Internet governance, was about power, but that the ICT4D agenda is about creation of wealth, economic growth and increased investment in development. He maintained that the Global Alliance should engage private sector organizations that are not afraid to say that they want to make money in the developing world, recognizing that their business helps others make money as well. Mr. Tuohy also urged the Alliance to actively engage the private sector. Several speakers (Ms. Renate Bloem, Mr. Juan Fernandez,
Re: [DDN] Intel: Poor Want 'Real' Computers (fwd)
In a message dated 12/13/05 4:55:23 PM, [EMAIL PROTECTED] writes: Of course I see your point (otherwise I would not be involved so deeply in digital equity/digital divide issues) but, as with the case of Barrett announcing that everyone needs a real computer, shouldn't the point be that those concerned should be making the decisions about their future? :-) I support Sandy... and the work that is going on nationally and internationally. We often find that we have to educate and involve everyone, that means our minority teachers and communities in the understanding of what can be with the use of computers. Community Groups source: http://www.edutopia.org/getstarted/community.php In the Digital Age, our best schools are tearing down the artificial boundary of the classroom walls, inviting -- depending on -- the community's active involvement in educating its children. Science centers, museums, hospitals, universities, business organizations, and parents' groups offer a diversity of vital resources and expertise to local schools. Beyond furthering the education of students, these school-community partnerships support the larger needs of children and families, thereby strengthening the entire community. International groups have to come to the table and be empowered with the knowledge of what might work. The UN Task Force has been working with this idea .. for some time. Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Intel: Poor Want 'Real' Computers (fwd)
the Nokia Foundation and Ayala have projects using ubiquitous computing in the way of phones . This is the UN book. This work is not just done in one country. This is in developing countries as well as various other countries. I can send individually a e-copy of the initiative. Tri-sector cooperation bridges the divide Bridgeit is a global program that delivers digital education materials to schools using mobile technology. The program is implemented through a unique cooperation between Nokia, the International Youth Foundation, Pearson and United Nations Development Program (UNDP). What is Bridgeit? Quick and simple to use, Bridgeit combines existing mobile products and satellite technologies to deliver digital, multimedia materials to teachers and students who otherwise would not have access to them. It makes distance-learning programs immediately accessible to teachers and students. In practice, teachers use mobile phones supplied by Nokia to access a library of more than 80 full-length science videos provided by Pearson, the world's leading learning company. Once selected, videos are downloaded via satellite to a Nokia digital video recorder connected to a television right in the classroom. Though the program, students can explore the same state-of-the-art educational programs regardless of the location of their school or its academic resource budget. Program pilot in the Philippines Bridgeit pilot was launched in the Philippines in 2003 with the support of local Philippines organizations. Known as text2teach in the Philippines, Bridge it was developed locally under the leadership of the Ayala Foundation and with the commitment and involvement of the Philippines Ministry of Education, SEAMEO Innotech, Globe Telecom, PMSI Dream Broadcasting, and Chikka Asia. Positive results The research report completed by the University of the Philippines confirmed that the outcome of the Bridgeit pilot was very positive. The students' performance was raised markedly and their attitudes toward science and technology became more positive as a result of their participation in the text2teach pilot. Also teachers welcomed the new teaching concept, as it improved their competence and attitude toward using technology. The positive impact went beyond the classroom, as the project motivated also school officials, parents and community leaders. Pilot results in a nutshell • 40 schools in three cities in three project sites: Batangas/Laguna, Cotabato City and Quezon City/Manila • More than 13,000 5th and 6th grade students benefited from the program • Improved student performance in science • Improved teachers' competence in teaching science as a result of text2teach training • Development of a very easy-to-use mobile solution for science education • Creation of a program blueprint to guide expansion and replication Expanding content and reach Three key principles - sustainability, scalability and replicability - are the backbone of the Bridgeit program. Sustainability refers to local relevance and ownership as well as affordability. Scalability means that when expanding to more subjects and to more schools reaching more students, there must be no technical or other obstacles and that the cost per student must become progressively lower. Replicability means that the Bridgeit platform can easily be adopted in other countries and regions of the world. bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] What are the best resources for stand alone computers/
I know school software , most of it. I am not familiar from experiencial working with CTCnet communities as to what people install on computers that are likely not to be internet connected. I am aware that there is lots of great free stuff on the Internet, but the concern is that the people may not keep up the Internet connection. I have been limited to the cost of $40.00 .. The idea being that it has to be affordable. Phil has suggested to me that there are wholesale discounters, and I see the copies of educational software for schools, that sell for a lot for very low prices in the stores. If you had a list of software, or things you would download to the computers before giving them away, please advise so I can investigate. A teacher's perspective on what is an attractive and well used program might be different than what people really use in their homes. Unless the list would find it interesting to explore this topic, ( like what will be on low cost computers) or should be, you can send the email directly to me, if you think that is more appropiate. Sincerely yours Bonnie Bracey Sutton bbracey at aol.com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] 'Digital Dumps' Heap Hazards at Foreign Sites
By Elizabeth Grossman Special to The Washington Post Monday, December 12, 2005; Page A07 Each month, hundreds of thousands of used computers, televisions and other electronic components -- about 500 container loads -- arrive in Nigeria. Some of them were donated by people who thought they were helping satisfy the rapidly growing appetite for modern technology in a developing country where few can afford it. And some of them came from individuals or organizations that simply wanted to get rid of their obsolete equipment at the lowest cost. http://www.washingtonpost.com/wp-dyn/content/article/2005/12/11/AR2005121100664.html bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Tech Awards Call for Nominations
Battery operated computers for people living in areas of the world with no electricity. A massive online database to catalogue biodiversity in Costa Rica. Medical training software on cleft surgery provided to doctors in developing countries. These are but a few examples of the projects honored by The Tech Awards. The Tech Awards is seeking nominations of innovators from around the world who are using technology to benefit humanity in the following categories: Education, Equality, Environment, Economic Development, and Health. Twenty-five laureates will be selected and five will share a $250,000 cash prize. Reward those making a difference and nominate them today. Tech Awards Info and Nominations http://www.techawards.org/ Source:Tech Museum's tech/e/news: December 8, 2005 ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] TIME LINE OF THE DIGITAL DIVIDE? Do You Have These Included?
There can be no gainsaying of the fact that a great revolution is taking place in the world today . . . that is, a technological revolution, with the impact of automation and cybernation . . . . Now, whenever anything new comes into history it brings with it new challenges and new opportunities. . . . [T]he geographical oneness of this age has come into being to a large extent through modern man's scientific ingenuity. Modern man through his scientific genius has been able to dwarf distance and place time in chains. . . . Through our scientific and technological genius, we have made of this world a neighborhood and yet we have not had the ethical commitment to make of it a brotherhood. But somehow, and in some way, we have got to do this. That was Rev. Martin Luther King, March 31, 1968. From the NIIAC I have a copy of it may be on line, don't know. Was a report on the Information Infrastructure Task Force , Committee on Aplplications and Technology, NIST, US Dept of Commerce September 1994 Special Publication 868 Nat. Inst. Stand. Techol. Spec. Publ. 868 160 PAGES COMMON GROUND http://nsi.org/Library/Compsec/niiacsec.txt http://www.nap.edu/readingroom/books/screen/13.html THEN THERE ARE THE SPEECHES OF LARRY IRVING http://www.ntia.doc.gov/ntiahome/speeches/urban62698.htm Bonnie Bracey Sutton bbracey at aol com Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Time Line on the Digital Divide, Information Infrastructure
In a message dated 12/6/05 2:08:01 PM, [EMAIL PROTECTED] writes: [EMAIL PROTECTED] There is no separate URL that I can find for The Information Infrastructure: Reaching Society's Goals Report on the Information Infrastructure Task Force Committee on Applications and technology it is included in this report http://www.ntia.doc.gov/ntiahome/annualrpt/94repasc.html#NIL ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Don't waste time on trivialities
In a message dated 12/5/05 4:49:01 PM, [EMAIL PROTECTED] writes: Please join me in the *Respectful Interfaces* Programme of the Communications Coordination Committee for the U.N. How does one subscribe to that listserv? Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] you go girls! Science site for girls
Please excuse cross postings of this valuable resource The Web site iWASwondering.org is a project of the National Academy of Sciences intended to showcase the accomplishments of contemporary women in science and to highlight for young people the varied and intriguing careers of some of today's most prominent female scientists. The site draws from and accompanies the publication of a ten-volume series of biographies entitled Women's Adventures in Science, co-published by the Joseph Henry Press (an imprint of the National Academies Press) and Scholastic Library Publishing. forwarded by Donna Martinez ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] timeline of the digital divide
In a message dated 12/3/05 10:54:25 AM, [EMAIL PROTECTED] writes: Digital Divide became the more common term when interest in the problem went beyond educators and attracted the attention of the business community.. At that point, it seemed to me, the emphasis went from providing access to technology to providing connectivity. The first person I heard use the term was Larry Irving and the then chairman of the FCC. Bonnie ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] timeline of the digital divide
In a message dated 12/3/05 10:54:25 AM, [EMAIL PROTECTED] writes: Digital Divide became the more common term when interest in the problem went beyond educators and attracted the attention of the business community.. At that point, it seemed to me, the emphasis went from providing access to technology to providing connectivity. One of the things we learned while working on the NIIAC, was not to claim ownership of ideas, terms and initiatives. It is said that the best ideas in Washington are often discarded based on partisanship, so we learned to float an idea, a term , and a project without contribution of who first used it. Al Gore liked to talk about how his father helped to create the links that created the infrastructure for the highway system that became the interstate and the series of highways that criss cross the US. He also talked about the differences in transportation as a divide. But remember it was the time of the biggest divide between Republicans and Democrats to the point where the government was shut down and our work had to be sponsored by a private person. Newt Gingrich was knocking on the door. Actually he espoused a lot of the initiatives we proposed, but in his own way. I have seen a lot of people claim the honor of proposing the resources that are those that connect schools to the information highway. Only a few of us know who proposed those initiatives as well. The point was that we wanted the ideas to come to fruition. I laugh when I see various people get awards and accolades for things that they never initiated , but it is part of the process , to float an idea and to let others carry the ball in Washington so as not to get it mired in partisanship. Bonnie Bracey Sutton [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] MIT Communications Forum: Cell Phone Culture this Thursday, November 17, 5-7 p.m. in Bartos Theater, Media Lab
In a message dated 11/13/05 10:18:26 AM, [EMAIL PROTECTED] writes: COMMUNICATIONS FORUM cell phone culture Thursday, November 17, 2005 5:00 - 7:00 p.m. Bartos Theater 20 Ames Street Cambridge, MA Abstract No contemporary cultural artifact embodies the genius and the disruptive excess of capitalism as clearly as the cell phone. Ubiquitous in most developed societies in Europe, the Americas and Asia, the cell phone has become a laboratory some would say an asylum for testing the limits of technological convergence. Less a telephone today than a multi-purpose computer, cell phones are game consoles, still cameras, email systems, text messengers, carriers of entertainment and business data, nodes of commerce. Particular age cohorts and subcultures have begun to appropriate cell phones for idiosyncratic uses that help to define their niche or social identity. This Forum will examine the cell phone as a technological object and as a cultural form whose uses and meaning are increasingly various, an artifact uniquely of our time that is enacting, to borrow the words of a contemporary novelist, a ceaseless spectacle of transition. Speakers James Katz is professor of communication and director of Rutgers University's Center for Mobile Communications Studies, which he founded in 2004. Katz' research focuses on how personal communication technologies, such as mobile phones and the Internet, affect social relationships and how cultural values influence usage patterns of these technologies. His books include Machines That Become Us: The Social Context of Personal Communication Technology (Transaction, 2003, editor) and Perpetual Contact: Mobile Communication, Private Talk and Public Performance (Cambridge, 2002, co-edited with Mark Aakhus). He is also the author of Social Consequences of Internet Use: Access, Involvement and Expression (MIT Press, 2002, with Ron Rice). Jing Wang is professor of Chinese cultural studies, and the head of Foreign Languages Literatures at MIT. Her research interests are focused on contemporary Chinese popular culture and its relationship to marketing and advertising. She worked at Ogilvy in Beijing for two summers as a consultant for the planning department, and is currently finishing up a book manuscript [Brand New China: Advertising, Media and Commercial Culture]. Wang's presentation on cell phone branding and youth culture in China is based on some of her work at Ogilvy. Moderator: Henry Jenkins is the Peter de Florez Professor of Humanities and director of Comparative Media Studies at MIT. He is the author of a forthcoming book on convergence culture. Free and open to the public. See http://web.mit.edu/comm-forum Brad Seawell, program coordinator MIT Communications Forum http://web.mit.edu/comm-forum 14N-430 Massachusetts Institute of Technology Cambridge, MA 02139 voice 617-253-3521 fax 617-253-6105 ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Join us for the telecentre leaders forum and more ...(fwd)
Go to Sidi Bon Said.. and have a great dinner. There are lots of great seafood places there to eat, it will be crowded, but that's a part of the fun. The food.. yum. Or you can go to Gammarth.. This is out of Tunisia, near Carthage. Gammarth, is cool. I ate in a place where I could look to the sea, a very modern hotel, and the lobsters were not ridiculously expensive. Bonnie Bracey Sutton ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Global Rights Launches New Program on Poverty and Discrimination
In a message dated 11/9/05 4:35:36 PM, [EMAIL PROTECTED] writes: Visit our 2005 International Human Rights Day Dinner Page Visit the Global Rights Web Site Global Rights Launches New Program: Amplifying Youth Voices on Rights, Poverty, and Discrimination At a time when the governments of the world have commited themselves to reducing poverty by 2015, Global Rights has developed a new program to ensure that the voices of youth and members of marginalized racial and ethnic communities are included in this dialogue. The goal of the program is to support a global movement of youth from communities that face discrimination who are empowered to grapple with issues of poverty and discrimination from a human rights perspective. Global Rights has selected young adults from more than 400 applicants worldwide to participate in the new program. The participants represent a variety of racial and ethnic communities including the Berbers in Algeria, Roma in Bulgaria, Batwa in Burundi, indigenous peoples from Canada, Indonesia, Nepal, and Cameroon, Dalits in India, Afro-descendents in Brazil and Nicaragua, and African-Americans and Latinos in the United States. They will meet at a workshop on human rights and poverty in New York from November 14-16, 2005. The New York workshop will be held at the International Center for Tolerance Education, and is supported by the Third Millennium Fund. Participants will focus on the key principles of equality and non-discrimination and will explore how members of marginalized communities have unequal opportunities to realize rights that are fundamental for alleviating poverty, such as the right to education. Based on their own experiences, they will develop a comparative survey on educational opportunities in marginalized communities and privileged communities within their country. When the participants return to their communities, they will mobilize others to assist them in implementing the survey and to become active in the movement. At a later point during the first program year, participants will take part in a “Global Dialogue” with international human rights and development experts at which they will discuss their survey results and their research on how ethnic and racial disparities impact the development process. This new program is designed to ensure that the voices of youth from disadvantaged ethnic and racial groups are amplified in the current global discourse on poverty reduction and development. To read more about the program, click here. To read more about the participants, click here. To read more about Global Rights' International Advocacy efforts, click here. Bonnie Bracey Sutton Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Doors to Diplomacy Competition
DOORS TO DIPLOMACY COMPETITION The U.S. Department of State and the Global SchoolNet Foundation are cosponsoring the 2006 Doors to Diplomacy award competition, which will recognize student-created Global SchoolNet Web projects that best teach others about the importance of international affairs and diplomacy. Each student on a winning team receives a $2,000 scholarship, and the winning school is awarded $500 in cash. For a complete description, and information about eligibility and judging criteria, visit globalschoolhouse.org/doors. From Edutopia News ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] NEWS: My departure from EDC the future of DDN
We all knew that when the government decided , or stated that there was hardly a digital divide that funding would be hard to get . Official funders like to be .. in the mix of the political reality. This is the second time for me that a project I love has not been funded. At the end of the NIIAC, the greenhouse projects were given to the Dept of Education and Benton took on the Digital Divide. I have always been outside of the groups that get the funding , so I am used to working on fumes. What we have evolved here is more than fumes, an active set of people who are committed to creating a difference. Like many others I don't always respond to the mail, but I read it and think and get pushed to learn new ways, new things and get lots of ideas that help. At the moment, it is easier to get funding to work, in my case, in other countries, it seems so backwards, we were at one time masters of the universe in technology, and now.. though there are pockets of innovation, unless we hang together with a knowledgenetwork, most digital divide work is not being funded per se.. or am I wrong? Katrina opened a carbuncle that let us know that there are areas of need beyond the native American areas of disconnect. But it seems that everyone is polevaulting to international because that is where the interest seems to be. There is a need here as well. Many areas are close to infrastructure , but not included. I don't know solutions as long as the press winks and pretends. Bonnie Bracey Sutton Bonnie Bracey Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] NEWS: My departure from EDC the future of DDN
Emily and I have worked together, and there are many who selflessly take the time to share. I guess there should be a grouping of those interested in various sections? We know that there are individuals who contribute, but what is the role, and responsibility, and who takes the leadership? Bonnie Bracey Sutton bbracey at aol com USA, and other countries ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] .DECLARATION OF AGREEMENT IN SUPPORT OF GIRLS AND WOMEN IN INFORMATION AND COMMUNICATION TECHNOLOGY
.DECLARATION OF AGREEMENT IN SUPPORT OF GIRLS AND WOMEN IN INFORMATION AND COMMUNICATION TECHNOLOGY Can your organization sign on to this document? Recognizing that there are many business, civil society, government, and non-government organizations working both collaboratively and independently to conduct research, build awareness, and promote programs to remove the barriers that currently restrict girls' and women's access to and use of information and communication technologies (ICTs), impede their technology literacy, and discourage their full participation in the ownership, development, control, and management of ICTs, Recalling the Beijing Declaration and Platform for Action and the outcome document adopted at the 23rd special session of the General Assembly entitled “ Gender equality, development and peace in the twenty-first century,” on the potential of ICTs to contribute to the advancement and empowerment of women, The declaration is now on-line at http://www.umbc.edu/cwit/tunis.html. Please let me know by Thursday if your organization can endorse it so that we can add you. Please provide both the organization name and url. Forwarded by Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] [WWWEDU] Harnessing the Potential of ICTs for Education
I would like to give thanks to Andy Carvin and the digital divide network for inspiration. We often had discussion about the digital divide, national and international. I sometimes chafed at the idea that it was the same thing. The thing is, it is with variables of place,funding, circumstance, and permission. It is a problem of perception. I attended WSIS( Geneva) and RSIS and Andy gave good pointers. The RSIS was inspirational too. The Role of Science in the Information Society. http://rsis.web.cern.ch/rsis/ Some parts of the US , inner cities, and remote and rural have restrictions as difficult as developing nations, and there are the Native America areas of unconnectedness. Anyway I attended the UN Global Forum in Dublin after talking with Andy. The United Nations ICT Task Force met in Dublin in April, 2005 (see http://www.unicttaskforce.org ) on the topic, Harnessing the Potential of ICTs for Education. I was the editor for a book based on the conference. Most of the chapters were presentations at the conference and everyone at the conference did not contribute but the strands of information and the ideas are shown of the group and there are contributions from many. This was a UN project. There were a few things I added because I did not see them and felt they were important. There were some wonderful projects that people were too busy to add or share. The discussion of used computers was a firecracker at the conference too. Chip Bruce's work is a reprint of his chapter in Liora Bresler and Alexander Ardichvili's book, Research in international education: Experience, theory, and practice. I won't point out my favorites, but there are some very interesting contributions. Its the first work I have done with my husband Vic Sutton. If you're interested, you can see a preprint (pdf) of the new book at http://ilabs.inquiry.uiuc.edu/ilab/chip/documents/882/home/ publications/dublinbook-final.pdf. Hard copies will be in Tunis. ( I won't be there, no funding) but my ideas will be there, The ICT Task Force will have an online copy and hard copies to distribute at the conference. Sincerely, Bonnie Bracey Sutton bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: wsis panel on school networking
In a message dated 10/27/05 4:33:12 AM, [EMAIL PROTECTED] writes: Apologies for cross-posting SchoolNet Africa, IICD and the WSIS Youth Caucus invite you to a panel discussion on: Lets Get Real: A Grassroots Perspective on School Networking in Africa 18 November 2005 15h00 to 17h00 Matmata Room Panelists include: § Ms Ebben Hatuikulipi, Technical Co-ordinator, SchoolNet Namibia § Ms Maha Ismail, Co-ordinator Global Teenager Project and Mtandao, Egypt § Mr Romeo Gbaguidi, Co-ordinator Global Teenager Project § and Mtandao Afrika, Benin § Ms Nana Abena Kwakyi, Director Morning Star School, Ghana § Ms Sara Kyofuna, Partnership Analyst, Global eSchools and Communities Initiative § PANEL CHAIR: Mr Justin Mupinda, Technical Co-ordinator, World Links Zimbabwe and SchoolNet Africa The objectives of the panel discussion are: § To encourage lively, interactive debate on appropriate strategies and solutions suitable for African school based education § To provide a reality check on the African context for promoting education through ICTs. § To encourage sober-minded reflection on the solutions that are working on the ground in African schools based on the experiences of young African pioneers and practitioners § To foster greater support and partnership development for the African schoolnet movement and its related international education programs. We look forward to your attendance and support ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] dumping old computers in the developing world
In a message dated 10/24/05 10:24:18 AM, [EMAIL PROTECTED] writes: From the NYT: Poor Nations Are Littered With Old PC's, Report Says http://www.nytimes.com/2005/10/24/technology/24junk.html Katy Pearce I was surprised at how vigorously many countries believe in the acceptance of old computers based on the cost of new ones. In fact in the book I wrote, one of the contributors has created a whole set of projects around used computers. Don't yell at me, I was only the editor, people contributed their own case studies and the ideas vary a lot. But I have been in townships where the computers are chained to a desk, with no electricity or hope of internet access. I am learning lots of ways to infuse technology, but the answer depends often on a number of variables. Those computers used to be given to schools, and were difficult to use. My first teaching assignment in computers was with eleven computers , all different and I had to remember the program, from computer to computer,.. it was a real challenge. I know there are ways of connecting them and using a good one with enough space to network, but I doubt if there are many people who are doing that. In Togo they used them to learn how to build or construct computers because they were so old . Still there are countries who accept , tax, and encourage the shipping of the old computers. Bonnie Bracey ( Sutton) bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] article - microsoft says africa doesn't need free software
In a message dated 10/20/05 2:02:27 PM, [EMAIL PROTECTED] writes: Microsoft: Africa doesn't need free software Ingrid Marson ZDNet UK October 17, 2005, 16:30 BST You can give people free software, but they won't have the expertise to use it, says Microsoft Nigeria's manager. http://news.zdnet.co.uk/0,39020330,39231004,00.htm Marketing is one thing, and the individual statement of someone who works for Microsoft another. I just finished editing a book on the Global Use of ICT's in Education, from the Dublin Meeting on the ICT Task Force. Surprisingly, I was taking notes, supposed to be quiet. The person representing a big company and the Davos Foundation and some people working together on the project in Jordan, said that there was no problem in the use of ICT's in Education in Jordan. I nearly fell off of my chair and bit my lip to keep quiet, but as it got more and more spun out of control, I let him know, while still taking notes, that I had worked for AED in Jordan and knew that their project was a country wide initiative, and that Queen Noor had one for rural women and girls, and ... oh I could go on and on. So take what the case study people say, with the funding , as what they think. I had two weeks in Jordan teaching science, math, engineering and technology. We also did research on water projects, an environmental need of Jordan. Sometimes you have to look at the source to determine if they have the right to say what they say. So I suspect that person is feeling the power of working for Microsoft, I doubt that anyone would say what he said, even if they thought it, as a mantra for the company. BBSutton BBracey aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Being Prepared in the face of Hurricane Wilma as far as communications.
Thanks Taran. I attended a meeting today on just such a subject and it aint fixed yet. B ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] The result of the Earthquake in Kashmir and the area...
In a message dated 10/20/05 6:11:06 PM, [EMAIL PROTECTED] writes: PAKISTAN: UN chief Kofi Annan begged the world to do more to prevent a second wave of deaths from Pakistan's earthquake as troops on Oct. 20 set up new helipads to reach survivors cut off for nearly two weeks. Winter's freezing temperatures are posing new challenges for relief workers delivering life-saving supplies to remote communities devastated by the recent earthquake in Pakistan, a senior UN official said Oct. 17. The race against time is growing shorter and shorter as the weather closes in, with international aid efforts facing really daunting logistical problems in delivering assistance to those in need, said Kevin Kennedy, the Director for Coordination and Response for the Office of Coordination of Humanitarian Affairs (OCHA). Priorities are now shelter, health and food, and gaining access to remote areas, he said. Some 3.3 million people are estimated to be homeless, over 40,000 dead, and 60,000 injured, he said, while cautioning that those figures could rise sharply, once the UN gains access to all the remote areas affected by the 8 October disaster. About 1 million people are expected to be severely affected, dependent solely on outside assistance for survival, so relief operations are still very much at the life-saving stage at this point, he added. Forwarded from UN notes on Global Developments BBSutton [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] ANNOUNCES 1ST ANNUAL PRESIDENT'S TECHNOLOGY AWARD - $500 AWARD
In a message dated 10/14/05 5:36:44 PM, [EMAIL PROTECTED] writes: ANNOUNCES 1ST ANNUAL PRESIDENT'S TECHNOLOGY AWARD - $500 AWARD NIEA is pleased to announce the First Annual NIEA President's Technology Award, sponsored by Educational Options, Inc. This award is designed to assist American Indian, Alaska Native, and Native Hawaiian Teachers bring more technology to their classrooms. NIEA will make two awards of $500.00 to innovative projects that incorporate technology in the classroom. The selected awardees will be invited to the 2006 NIEA Convention to present on how their projects were implemented and the resulting impact on their students and school. Consider how technology could help improve the future for your students and tell us how you would use the $500.00 award to use or promote technology use in the classroom for a chance to win! For more information on how to enter, please visit this http://www.niea.org/issues/policy_detail.php?id=18link (www.niea.org/issues/policy_detail.php?id=18) or call our office at (202) 544-7290. Worried about our future? Do not fear. Look into the eyes of our children. John D. Berry, NAS Librarian, UC Berkeley American Indian Library Association - Listserv Manager American Library Association - Councilor at Large, 2001-2004 ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] A Littl' More On Bridging the Digital Divide in the US
as well the brothers and sisters of Peter Lopez in the American Indian communities. We have neglected those communities. Bonnie Bracey Sutton ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] A Littl' More On Bridging the Digital Divide in the US
The concept of computer labs as the answer for bridging the digital divide is obsolete— disadvantaged kids, starting at a the preschool level, need a computer in their home in order to have a chance at parity with their more affluent counterparts. Want to Improve High Schools? Put Computers in the Homes. is now published on the Digital Divide Network website. I have just finished editing a book for the Global Forum which will be distributed in Tunis. There are some interesting projects, including Text2Teach which I reviewed , not sure if it made the book. Our deadlines were during vacation time in Europe and some people are just getting back to their email. The project is also called Bridge It, PROJECT DESCRIPTION: Bridgeit is a global ICT-based initiative which aims to narrow the educational divide between nations by improving the teaching of basic education in developing countries. It uses the power of mobile telephony, digital broadcasting systems and digital recording technology to deliver rich digital multimedia content to the classrooms. At the global level, it is spearheaded by Nokia, the International Youth Foundation (IYF), Pearson, and the United Nations Development Programme (UNDP). Bridgeit is locally known as Text2Teach with the Philippines as its first country pilot. The Philippine partners include the Ayala Foundation as the project leader, the Department of Education, the Southeast Asian Ministers of Education Organization Regional Center of Educational Innovation and Technology (SEAMEO INNOTECH) as the project coordinator, Globe Telecom, PMSI-Dream Broadcasting, and Chikka Asia. Schools and computer rooms, I used to teach in one, as a computer resource person to teachers. It depended on the testing schedule and the interest of the teacher as to whether or not this bandaid solution worked. I usually kept the lab open after school to create some time for those who had no technology at home and eventually parents and a teaching project took over the lab time after school as it was extending and extending into the night. Bonnie Bracey Sutton [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] A Littl' More On Bridging the Digital Divide in the US
I struggle with this $100 dollar initiative because I know that in many countries, onehundred US dollars is a LOT of money. There were some initiatives that were a locational resource that served whole villages through UNESCO. If the world were a village of 1,000 people ... Dona Meadows If the world were a village of 1,000 people, it would include: · 584 Asians · 124 Africans · 95 East and West Europeans · 84 Latin Americans · 55 Soviets (including for the moment Lithuanians, Latvians, Estonians and other national groups) · 52 North Americans · 6 Australians and New Zealanders The people of the village have considerable difficulty in communicating: · 165 people speak Mandarin · 86 English · 83 Hindi/Urdu · 64 Spanish · 58 Russian · 37 Arabic That list accounts for the mother tongues of only half the villagers. The other half speak (in descending order of frequency) Bengali, Portuguese, Indonesian, Japanese, German, French and 200 other languages. In this village of 1,000 there are: · 329 Christians (among them 187 Catholics, 84 Protestants, 31 Orthodox) · 178 Moslems · 167 non-religious · l32 Hindus · 60 Buddhists · 45 atheists · 3 Jews · 86 all other religions http://www.gdrc.org/uem/1000-village.htm You must read on to learn about the technology bits. Bonnie bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] A Digital Divide review: what to start with Russia
At lower levels there are these projects. the US-Russian Civic Networking Program (funded by the Ford Foundation and the Eurasia Foundation) and directed several other US-Russia network infrastructure and community development programs funded by such organizations as NATO, US Department of State, Eurasia Foundation, Sun Microsystems and others. The US-Russia project that he and Natasha Bulashova started more than 10 years ago is known as Friends Partners.. Contact information: Telephone: +1(703) 248-0103 Email: [EMAIL PROTECTED] URL:http:// www.gloriad.org ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] A Digital Divide review: what to start with
You might try poking around the digital divide network so you can see how we build community and share ideas. Bonnie Bracey Sutton Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Educating the philanthropic community
In a message dated 10/6/05 10:21:13 PM, [EMAIL PROTECTED] writes: Communication is no different. Consider Krispy Kreme donuts. They've never advertised, but anyone in the U.S. can probably tell you about Krispy Kreme donuts. Oddly enough, I've never had one - but I know about them because... people around me talked about them, and spoke highly of them. Perhaps we can learn from Krispy Kreme. You make me laugh Krispy Kreme, over the lips and down to the hips.. exactly what can we do to shake up people so that they get it is the idea. The spread of the cellphone was helped by the music tones and the addition of picture taking. Bonnie Bracey Sutton [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Educating the philanthropic community
In a message dated 10/8/05 5:31:33 PM, [EMAIL PROTECTED] writes: According to Taran another argument could be made that electricity generation using oil sources does the same. According to Taran, for people who are unfamiliar with renewable energy equipment, there is also an environmental impact in producing the equipment itself which many people who advocate renewable energy do not factor in. According to Taran, renewable energy in it's entirety is a larger subject than 'burning kerosene', and it affects the entire planet. In some places of the world, fuel might be cow patties ( dung), in some places in the world, in Europe, people used chicken dung to fuel cars during fuel shortages. In geography we look at where the place is, what the pinpoint location is, and then we look at the resources that are there..this is all changing, but I learned a lesson while living in India . I had a bunch of paper and plastic bags which I threw away. People kept giving them back to me. So I cut some of them up into shreds. It was before I learned that there were, at that time not so many plastic bags available. In the US I have been working with Native American cultures.. trying to help in education.. But first I must learn their values and what their traditions are. It is interesting to be able to discuss history such as Lewis and Clark with people who are descended from the people that Lewis and Clark met. http://www.nationalgeographic.com/lewisandclark/ Many people in the communities do not esteem school as we teach it. Karen Buller and I ( my mother was native American) tried writing grants, but unfortunately we wanted to use the culture of the people, storytelling, and etc to start the use of technology, to then perhaps use and teach digital storytelling. The Navajo have few telephones, and they are in chapter houses, but there is technology of a sort in the chapter houses. We wanted to do community outreach by combining the legacy skills of the people and transition them to newer technologies if there was interest. But the funders, or those with the monies wanted us to use vendor programs. So that 's a long story to tell you that everyone does not want to do school the way we say to do it. And to say that sometimes funders have blinders on of the culture they come from. Bonnie Bracey Sutton bbracey aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Educating the philanthropic community
In a message dated 10/8/05 5:33:18 PM, [EMAIL PROTECTED] writes: I don't think we can, but I am certainly learning a bit more about the culture of 'the funded world'. Everyone in the conversation is not funded. Unfortunately, or otherwise, some of us do what we do to help where there is no other way that those we work with can be assisted. Sometimes interesting things happen. I paid my way to go to a Global Forum, to which I was invited , and became the editor of a book, on the very ideas we are discussing. It took me a long time to get out of America think and then into global think,... and the forum was exciting because people were face to face and the conversations we had were.. well , sometimes a little more heated than here. Funders were helping in developing nations , and one person from a big funder, got up and said that there were no problem in such and such a country. His funder was creating the infrastructure for the whole country.. etc.. etc. Well, I had worked recently in that country and girls were not included in rural areas in the technology and the Queen had a project to help them. Then the people wanted to query content. Indian Schoolnet has, according to some, taken local content , and local languages to put on the net, and, follows up on the teachers who were trained to see if they can indeed, use what they were taught in training. There were many points of disagreement. One woman simply says that they will use old computers and explains why.. you can imagine that we had lively conversations. In creating the forum, there were invited people who think about gender. Of course the majority of people in power were men, and some were new to ICT. It is good that we can share ideas and learn here. My point about women was only from experience. Carrying water in bronze vessels on the head.. not my cup of tea. Gathering sticks for firewood.. the wood is less and less available. I don't know the answers..but it is good to think ! Bonnie Bracey Sutton bbracey aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Educating the philanthropic community
In a message dated 10/4/05 9:20:01 PM, [EMAIL PROTECTED] writes: Funders do not seem to value the role of intermediaries and of knowledge brokers. What we need to do is to show up at the think tanks that the funders use to generate ideas within their networks. But the cost of attending them is steep and most of us don't have the spare change to do so. I used to be invited to Poptech in Maine, a stimulating weekend of discussion and ideas that was like going to college in a week, but I asked the question about why minorities have become cannon fodder and why should it continue and thought I know lots of the funders, the organizer, the new one, shot me a look that let me know I was not welcome to return on scholarship. A little reality anyway. He did skip the question. Bonnie Bracey bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Bridging the Digital Divide in the US
In a message dated 10/4/05 3:21:09 PM, [EMAIL PROTECTED] writes: You can lead a horse to water... what I've found is that unless people can solve a problem that's bugging them with technology, they really don't care too much. If you show a computer doing word processing to someone who has never felt the need to use one and don't see the need to use one now, it's unlikely that they would dedicate time to it. In low income households, especially if it's a low wage household, people get paid little for lots of work - they don't have cushy jobs where they sit around all day, they are usually on their feet. Then they have children, so when they get home they should spend time with the children, though that may mean snoring lightly under the same roof. There's a good book out, 'Nickel and Dimed', which describes what low wage life is like. Having lived on low wages - fortunately, alone and without kids - I identify with the book through that period of my life. I agree completely. Bonnie Bracey Sutton [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] INSTRAW E-letter - September 2005
In a message dated 9/19/05 4:39:36 PM, [EMAIL PROTECTED] writes: **Prize for Women's Creativity in Rural Life**. For the ninth consecutive year, the Women's World Summit Foundation WWSF is pleased to announce the winners of the Prize for Women's Creativity in Rural Life. Thirty-two laureates have been selected for the Prize ($500 per laureate) with several countries being represented for the first time this year. We are aware that many more women deserve to receive this empowering award. Rural women the world over play a major role in ensuring food security and maintaining stability in rural areas. Yet, they frequently lack the power to secure land rights or to access services such as credit, inputs, extension, training and education. Their vital contribution to development is recognised more and more and we hope that, one day, at least one rural woman from every country in the world will have been awarded with the Prize (242 awards have been given since 1994). To read about all the Laureates and how to nominate candidates for 2003, please visit: www.woman.ch. For additional information contact the WWSF at e-mail: [EMAIL PROTECTED] http://www.woman.ch/women/1-introduction.asp http://www.woman.ch/women/1-laureates.asp bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: Gender and ICTs
In looking at the outline for the ICT Taskforce recommendation for the Global Alliance, what appears to be an outcome for the WSIS meeting (am I right?), there is a document at http://www.unicttaskforce.org/ requesting comments and so far there are no comments! And no reference to gender in the document! Is this not exactly the point at which we should exert influence and insist that the future Global Alliance be composed of 50% women? 40%? Forwarded by Bonnie Bracey bbracey at aol com Bonnie Bracey Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: Gender and ICTs
In a message dated 9/20/05 1:55:16 PM, [EMAIL PROTECTED] writes: [EMAIL PROTECTED] for Gender Equity, Claudia Morrell, though I did not ask permission to forward the information. for the digital equity and inclusiveness, it would be Donna Martinez. They both have expertise in areas that I am studying and help me with projects. Bonnie Bracey Sutton bbracey@ aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Cedar Pruitt's departure from DDN
The giving crowd has a series of think tanks and ideational ways of thinking that are meetings that they believe are educational for instance they recently renewed ideas about time. The document they used for thinking about year round schools was a project done in 1994, when time was less pressed by NCLB. The document was Prisoners of Time a report that still stands in spite of the fact that anything that talks about the difficulties in reaching teachers and schools has just about been taken down or sent to the cleaners. I find it interesting that so few of us are involved in their knowledgenetwork. I can see a senario for year round schools, but practicioners know that we just about have year round schools for teachers as summer projects have become compulsory and they are on demand to attend. But a conversation with practioners would have yielded some nuggets of truth. Sabbaticals have just about disappeared, time is more squeezed. I can't think how it was possible for them to discuss this withour being aware of the assault on time from outside sources, the needed community interface, the special days, and the selling of candy and wrapping paper. More than that , depending on the school or school system in which one works.. summer can be a time to charge batteries. I had two uninterrupted summers in my teaching life. How do we get access to the think tanks, such as PopTech, and the Aspen Foundation gatherings or the meetings indeed that the Foundations create for themselves. Or is it lese majesty? Sincerely Bonnie Bracey [EMAIL PROTECTED] -Original Message- From: Michael Maranda [EMAIL PROTECTED] To: 'The Digital Divide Network discussion group' [EMAIL PROTECTED] Sent: Sat, 17 Sep 2005 11:36:33 -0500 Subject: RE: [DDN] Cedar Pruitt's departure from DDN (Reply at bottom) I think there is a larger issue that we might collaborate on. Funders do not seem to value the role of intermediaries and of knowledge brokers. I find many of the same challenges of finding money for the Tutor/Mentor Connection as DDN is finding for the work it does. Dan, I agree. Funders do not understand the perspective of the knowledge workers, brokers and intermediaries, ... Talk about challenges .. I could write a book. Much energy is lost in re-inventing oneself to fit the needs of funders. Bonnie Bonnie Bracey bbracey@aol com --- Very true...! So, to shape our field, we need to educate ourselves and educate the philanthropic community as to what is best for the field qua field and movement, and seek a new form of philanthropy. The other day I attended the Chicago Asian Giving Circle event The Art of Asian Giving at the Art Institute of Chicago. While not concerned about getting into details here, one important aspect was a diverse donor base and each donor at the $250 annual level having a vote in how the fund would benefit the community. I realize educating the philanthropic community can sounds a bit presumptuous, however, that's what we we're doing when we make the case individually as organizations through proposals or other solicitations. I'm suggesting we do so with some coordination for our field. -Michael Maranda ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message. ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Cedar Pruitt's departure from DDN
In a message dated 9/15/05 7:46:24 PM, [EMAIL PROTECTED] writes: I think there is a larger issue that we might collaborate on. Funders do not seem to value the role of intermediaries and of knowledge brokers. I find many of the same challenges of finding money for the Tutor/Mentor Connection as DDN is finding for the work it does. Dan, I agree. Funders do not understand the perspective of the knowledge workers, brokers and intermediaries, ... Talk about challenges .. I could write a book. Much energy is lost in re-inventing oneself to fit the needs of funders. Bonnie Bonnie Bracey bbracey@aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Making the Astrodome CTC the Rule, Not the Exception
There was, at one time in the infancy of the NIIAC, a demonstration truck that went around to the empowerment and enterprise zones. The technology companies banded together to do this effort, in the name of leadership. Perhaps I can see this same one, going around with the initial set up, and the truck to train the people who will run what is left. Slightly different scenario..and different needs. Probably donated cell phones with some time on them, minimal amount? Don't know if the government does this. Would be a good idea. Assistance web site but also oral discussions, as many may not be literate in the sense of using a web site. So group help with papers , resources and finding information. Pointers to community health , and some on site health professionals, to share information. Possible transport to health facilities. Information on schools , enrollment, and possibilities for children. Information for securing clothing, water , and other necessary resources from the National Guard and whatever charities are available. The site would be for community touchpoints , ie the need of the group Information Assistance Forms and help with the forms Messaging to relatives, there is probably some system that is online but for relatives with no connectivity, snail mail? Don't know.USPS? Tutoring to those who will be mentors to the group , who will manage the technology and provide support. Best to have locals involved if possible. Personalization of the web site for the location, ie Houston, Baton Rouge, Somewhere, Mississippi Day one would be a meeting with officials to explain the project,as you know there is always local politics. Round table meetings to make determinations of setups, and demonstration of possibilities, with set up of a website that is sharing needed information for those who were evacuated, all of the web sites that many of the technical literate are going to , in libraries at this time for a halfhour at a time, to bring back to others, so there may be a need for lots of printer resources as well. Group information projects.. in a large meeting place if possible. Day two would be in this 18 wheeler with groups coming in to do their on line work, those who can read, and for those who do not, mentored solutions , or assistant solutions. What can we help you with, where are resources located, what will happen, and so on. There would probably be a need for small meals or snacks, at this facility so people can continue to work, or stand in line for some time. Bathrooms also necessary. Facilities for helpers to sleep, eat, and take a break. Safety ideas come to mind. It would be good , for the literate to have some of the information already collected to give out and tables to help fill out the forms and get them on their way. Filling out the forms just requires people who can assist.. perhaps on day one and two there would be tutoring for the volunteers to learn how to assist others. Ok.. I am sure I forgot something. I do have some experience with this kind of thing. Bonnie Bracey bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Technology Review Magazine TR35
In a message dated 9/6/05 12:58:50 PM, [EMAIL PROTECTED] writes: The Center for Media Community at EDC takes pride in the selection of Andy Carvin, CMC Program Director, as one of Technology Review Magazine's annual TR35 recipients, awarded to 35 high-tech innovators under the age of 35. Among other winners whose achievements are shaping the world we live in are Bram Cohen, developer of Bit Torrent software; Stewart Butterfield of Flickr.com; and Regina Barzilay at the Massachusetts Institute of Technology who is teaching computers how to read and write. Andy, a technology activist for more than a decade, was honored for his work with the Digital Divide Network and for promoting the concept of mobcasting - groups of people collectively using mobile phones to post podcasts. The reach of the DDN community is longer, wider and deeper than we know sometimes. Thanks a lot to all of you. Sincerely, Bonnie Bracey ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Re: Red Cross may be slow, but...
In a message dated 9/5/05 9:50:42 AM, [EMAIL PROTECTED] writes: In response to the question that Dan raised about how to get people to respond to issues, I truly feel that human nature, being as it is, once the 'disaster' has passed, nobody wants to think about the 'issue' anymore. THE ISSUE The issue is the interest of poor people vs the control of those who have the power to do something. The issue has been around since the civil war. New Orleans was at one time, the one place in the south where a person of color, a black, or whatever could go to school and get an education. Back in the day, W.E. B. DuBois, and others were allowed to go to school and to learn. They tried to create an infrastructure of universities for others. Dillard, Xavier, Southern and many others.. But the thinking of the day, George Washington Carver was that blacks, should be educated to tend crops, do agriculture and animal husbandry, and to keep house, that kind of thing. The difference between the philosophies of the two clashed. New Orleans continued to support education, but gradually, the culture faded into the kind of readings, that are in Cane River. The struggle between mulatto, white, and black. Then other minorities, and nationalities became a part of the fabric. Read , the soul of Black Folks by W. E. B. Dubois... and think. When visiting New Orleans, I was always feeling plantation mentality, in that the blacks had so little , but there were so many of them. ( I am of color so don't write me about it.. my opinion. ) The place was of music, food, history, legacy, and a curious gumbo of ideological mythology which is in at least about 60 books about the struggles of Black Folks , mulatto daughters, Black Indians.. and oh yes, the Jazz. It is , it was a different part of the world, never mind the French Quarters. There seemed to be a quiet acceptance of the status of what was and what is. There was a place to feel superior about something. There was a place that was a cradle of education for those of color. There was a culture that was primarily their own even if marketed and creating millions for others. It was the slow south, the never changed south in many ways. Few whites actually lived in New Orleans the city. But they were there in a kind of suspended harmony, poor, black, white , wealthy with a sprinkling of Vietnamese shrimpers, and Italian culture. New Orleans was unique. You could satisfy a person with food, music, dance , even a funeral was a celebration... but not this time. There is interesting reading. There are the crime statistics, there are the stories of the folks who chose to live there no matter what. Transportation was easy in the big easy until the fury of the storm. But the bottom line was and still is the existing patterns of segregation, quietly observed and practiced. Bonnie Bracey bbracey@ aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Re: Red Cross may be slow, but...
In a message dated 9/5/05 11:54:08 AM, [EMAIL PROTECTED] writes: Over and over again I have heard it said (on TV and radio) that the Internet has been instrumental, in fact crucial, in facilitating access to information andcommunications when other more traditional methods have failed. I think this is a magnificent example of how the Internet, an open and free human arena, not widelly controlled by special interests Here we see another divide that this list touched on (perhaps differently), and then ignored. Gently, I remind you that the Internet, is not everywhere. There is still a digital divide in American and particularly among the poor. I felt bad as I listened to the commentators tell everyone to go to the Internet. There are people in the US for whom the Internet is not accessible, for many reasons. There are few public places for the poor to get their internet on, in areas of need. Andy and I used to talk about which digital divide. Fortunately, he steered me to seeing it as an international problem. But the need is acute and pressing in the areas of the very poor. Interwhat? might be a better way of thinking about the needs of those who are unwired, have no wifi and no knowledge of it. The commentators talk about it. I have no idea what they are talking about . I worked on a truck traveling the US an 18 wheeler that shared , showed and in which we demonstrated what the Internet was and how to use it. But there was not everywhere a connection or understanding. In Oakland, people passed us by to get to the bookmobile. You can understand the lack of interest. No knowledge of the possibilities. Bonnie Bracey bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: [Book Release] Information and Communications Technology for Sustainable Development: Defining a Global Research Agenda
Dear Friends and Colleagues, (Apologies for the impersonal and group email, or any duplications) Our book, Information and Communications Technology for Sustainable Development: Defining a Global Research Agenda, is out, and can be found at: http://www.cs.cmu.edu/~rtongia/ict4sd_book.htm This draws, in large part, on the two workshops we held in Washington, DC, and Bangalore, India, in 2003 and 2004, with support from NSF, United Nations, the Worldbank, and Indian government agencies/departments. Of course, the workshops were a success mainly because of the participants and collaborators, and for that we are grateful. Carnegie Mellon University continues to perform interdisciplinary research into ICT and development, and we are co-organizing the first academic, peer-reviewed conference on this topic, jointly with UC-Berkeley and Microsoft Research, India. This will be held in May 2006, at Berkeley, and more information on ICTD2006 is available at: http://www.sims.berkeley.edu/events/ictd2006/ We hope these conferences and workshops will help to elevate the discipline in terms of not only research and development, but also speedy dissemination to enable human development. Sincerely, Rahul Tongia Eswaran Subrahmanain V. S. Arunachalam Raj Reddy N. Balakrishnan forwarded by Bonnie Bracey [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: What Can Your Learn from a Cell Phone? By Marc Prensky
are going to use devices like that. I did not get a resounding accolade from the audience. It hurt my feelings.. but that's life. But a researcher, at the end of my unappreciated talk, asked for my research to put in her database. That cheered me up a little . My evaluations were dismal. Consumer Acceptance Later that year, the ad about pictures on phones came out and there was a mad rush by consumers to use the picture phones. Textmessaging has always been an interest of the very young. I imagine that I can't do it well because I have to use my glasses to see the position of the letters. I am told that after a while, like on the keyboard, the placement is mental and you don't have to look. But I am not there. Meanwhile there are new things to think about. http://www.terry-freedman.org.uk/artman/publish/article_369.shtml It's an interview with the inventor of Cellphedia, which is a kind of cell phone version of WikepediaEnd Notes Perhaps the problem is in accepting new learning for all of us. Readings to probe.( Contributed to me by Ray Rose) Look at: http://www.concord.org/publications/newsletter/2005-spring/ubiquitous.html http://www.concord.org/publications/newsletter/2005-spring/anycomputer.html http://www.concord.org/publications/newsletter/2004-fall/monday.html http://www.concord.org/publications/newsletter/2002-fall/probeware.html and for fun http://www.concord.org/publications/newsletter/2005-spring/future.html Be aware of the fact that the US does not have the lead in technology in everything, particularly in the cell phone era. Have you read Smart Mobs. And, there is more.. I copied this to some of the researchers whom I worked with. Maybe they will contribute information. Bonnie Bracey Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] DDN's bonnie bracey profiled in the new york times
In a message dated 8/22/05 6:40:32 PM, [EMAIL PROTECTED] writes: I'm trying to translate the NYT profile into Italian for the ADISI blog - but I'm stumped with crusader: a male crusader is a crociato - but a crociata is a cruise*. Would militante (militant) be OK with you? That is fine my friend. I do well with friends and helpers , and interested others like youYou have helped so many teachers as well. Bonnie Bracey bbracey at aol. com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Digital Library at the Exploratorium
Digital Library at the Exploratorium The different collections in the library include digital media and digitized museum materials related to interactive exhibits and scientific phenomena, including images, educational activities in PDF and html formats, QuickTime movies, streaming media, and audio files. You may search, select and download digital files for individual, noncommercial educational use. Large scale or commercial use is strictly prohibited without permission (please see our Use Policy). To request high resolution versions for large scale or commercial use please contact [EMAIL PROTECTED] http://www.exploratorium.edu/educate/dl.html. Bonnie Bracey [EMAIL PROTECTED] Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] DDN's bonnie bracey profiled in the new york times
Well Phil was one of my early mentors. I remember looking at a virtual museum at a workshop with him and thinking. Wow.. How did they do that. Of course Andy and the Digital Divide provide a home and the structure for me to communicate , which I appreciate a lot. Thanks.. Sincerely Bonnie Bracey Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
[DDN] Re: The Drum Beat - 313 - Awards, Fellowships, Grants Scholarships
is to help local entrepreneurs, who work to close the digital divide, by bringing in research communities, development organisations and strong corporate initiatives. Deadline: Dec 31 2005 http://www.comminit.com/awards2005/awards2005/awards-1052.html 22. For Diversity, Against Discrimination Journalism Award Honours journalists who contribute with their work to a better public understanding of the benefits of diversity and the fight against discrimination in employment. Journalists in European Union member states are invited to submit entries on discrimination based on race, ethnic origin, religion, beliefs, age, disability or sexual orientation. Entries may also relate to issues of promoting diversity in employment. Deadline: Dec 31 2005 http://www.comminit.com/awards2005/awards2005/awards-1228.html Bonnie Bracey bbracey at aol com Outreach GLEF.org http://www.digitaldivide.net/profile/bbracey My communities http://www.digitaldivide.net/community/summitforchildren http://www.digitaldivide.net/community/gendergap CyberEd Resources : ICT's and Education (owner) Games and Education (owner) Science without Frontiers STEM Initiatives K-12 (owner) http://www.digitaldivide.net/blog/bbracey Portal Work http://edreform.net/ Technology Applications for learning in the portal applications.edreform.net Technology Applications for Learning The Technology Applications for Learning Network is a catalog of technology applications for learning. http://www.digitaldivide.net/community/STEM ___ DIGITALDIVIDE mailing list [EMAIL PROTECTED] http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] T.A.P., University of Ghana Invitation
dates of this happening? Bonnie Bracey bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Technology Blackout Day
In a message dated 3/28/05 9:06:47 AM, [EMAIL PROTECTED] writes: There are people in Africa that do not have running water or flush toilets. There are native Americans and poor people in rural areas that do not have running water or flush toilets in America. Did i mention no phones either? Bonnie Bracey bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: FW: [DDN] Simputer
One other interesting factor in the use of the Simputer, is the access to a source, to use the computer. There are some unusual ones and often that discussion is lacking. There have been various ways posted of using alternate energy sources. This comes from actually working in places where I have seen a lot of computers chained down to desktops with no source of electricity , and with some concern about when or where this source will be found. There are some great solutions. In discussing the use of the simputer, and other technologies, I too would assume that some education is necessary, though I know about the hole in the wall, experiments. One of the errors in the US educational system has been the lack of involvement to help teachers make transformational use of new technologies of all kind. This is a frequent error. Sincerely Bonnie Bracey [EMAIL PROTECTED] ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: How *not* to close the digital divide (was Re: FW: [DDN] Simputer)
In a message dated 3/29/05 11:33:13 AM, [EMAIL PROTECTED] writes: Even if we have lived in the developing world all our lives we would not know the answers for the developing world as a whole. The developing world is a very large place, with very different problems in each area. Even within a single country the differences in problems faced by the average person can be massive. good answer Thanks for the feedback Bonnie Bracey bbracey at aol com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: FW: [DDN] Simputer
In a message dated 3/29/05 3:31:49 PM, [EMAIL PROTECTED] writes: And I also personally think it would be best if there were always an educational technologist involved, someone who could ensure, not that the research is done before development, but rather that the development takes education into account and builds in possibilities for using new technology in educational ways. I would definitely love to have an educational discount on one of these. Think what it would mean to a small group of underserved people to be asked to FIND the educational uses. Sandy I have been lucky to be involved in several knowledgenetworks, one of them being CILT.org and the other at NCSA. But it is different when you are not a Phd, and you are talking to those who have Phd.s and there is a vast difference in the understanding of the classroom when people only look from afar and from places where what is called school is very different from. Those who are not in the culture of the classroom, cannot really always create for that group because they don't understand the politics, time, community aspects, and or the permission that is not there for many. The SITE conference is also small enough, as are some of the others that you know who the people are and can connect with them. For many people across the digital divide that is a problem. No one validates their thoughts, understands their issues and or problems. No one understands and the solutions that people pick are picked without their involvement understanding, or input. And sometimes those in the group pull my coattails, because there is a lot to learn from them. If we talk about the differences between communities they may understand that gulf of misunderstanding. There is a digital apartheid of place it is sometimes subtle and sometimes not.I remember the kids who went to visit in a suburb of Chicago and who cried on the way home, because the difference was so huge in what we call school. Someone on the list told me that kids should not have an individual computer. Well, I worked in a lab where 30 kids came in and usually maybe 12 of the computers were working so I knew how to do peer tutoring, but the time was a terrible problem. Sharing is good, but all teachers don't have behavior modifications that are inclusive of the use of technology. I had to share. What I could not create was time. What I could not do was change the culture of the teachers working with them. Some punished them by keeping them away from the computer, some teachers wanted to control what I was doing. It was a good lesson for me to learn. The interface between me, at that time working as a computer lab person, and me as a regular teacher was different. Most of the men I worked with in the NIIAC thought for sure that there would never be this problem of training teachers to use technology, or should I say having teachers learn the use of technology, because to them if the purchase was made, the employee would participate. Like I said, they had no classroom experience. in 1999 ( old history) Only one in five teachers told a national survey that they felt well prepared to work in a modern classroom. Only about 20 percent said they were confident in using modern technology or in working with students from diverse backgrounds, with limited proficiency in English or with disabilities. PT3.org was born. But it was never universal. There are still people with computers who have had only just in time training , if that. Bonnie Bracey [EMAIL PROTECTED] com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
Re: [DDN] Technology Blackout Day- Technoliteracy
In a message dated 3/26/05 12:33:02 AM, [EMAIL PROTECTED] writes: So what technology will they do without? Computers? Cell Phones? Lights? Heat? Running water? Flush Toilets? Books (Printing Press is Technology)? You are right.. Across the digital divide but even in regular funded schools,there probably is not the kind of teaching that allows everyone to be as technically literate to understand what you are talking about. At the heart of our modern technological society lies an unacknowledged paradox. Although the United States is increasingly defined by and dependent on technology and is adopting new technologies at a breathtaking pace, its citizens are not equipped to make well-considered decisions or to think critically about technology. As a society, we are not even fully aware of or conversant with the technologies we use every day. In short, we are not technologically literate. Technology has become so user friendly it is largely invisible. Americans use technology with a minimal comprehension of how or why it works or the implications of its use or even where it comes from. We drive high-tech cars but know little more than how to operate the steering wheel, gas pedal, and brake pedal. We fill shopping carts with highly processed foods but are largely ignorant of their content, or how they are developed, grown, packaged, or delivered. We click on a mouse and transmit data over thousands of miles without understanding how this is possible or who might have access to the information. Available evidence shows that American adults and children have a poor understanding of the essential characteristics of technology, how it influences society, and how people can and do affect its development. Neither the educational system nor the policy-making apparatus in the United States has recognized the importance of technological literacy. Thus the paradox: Even as technology has become increasingly important in our lives, it has receded from view. Americans are poorly equipped to recognize, let alone ponder or address, the challenges technology poses or the problems it could solve. And the mismatch is growing. Although our use of technology is increasing apace, there is no sign of a corresponding improvement in our ability to deal with issues relating to technology. Congress has been told that the school work has been completed. Not true. Thank you for making me think about what technology really is. But the point is that the schools are not technoligically literate or equipped in most cases so funding is a problem , especially if $700 million is going to be cut. Thank you. Sincerely, Bonnie Bracey [EMAIL PROTECTED] com ___ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
