Chris Bragg <[EMAIL PROTECTED]> wrote:
> While I think there is a real value to the observation that many
> development projects stray on the wrong side of the 80/20 rule in an
> effort to ensure maximum value from the project, I cannot agree that the
> factors effecting decision making are in an
In a message dated 4/8/02 7:53:32 PM, Don Cameron <[EMAIL PROTECTED]>
writes:
> I do not see quantity of time spent on a computer as necessarily having
> any particular significance to a students future prospects, (unless it
> is truly miniscule, or the student fully intends to complete tertiary
Dear GKD Members,
What a splendid conversation...loaded with insights and from so many
different parts of the world: East meets West; North meets South!
In short, we are all wrestling with the same problem/opportunity...and
it is NOT about technology - well, not directly. Instead, it is about
th
Greetings to all,
While I think there is a real value to the observation that many
development projects stray on the wrong side of the 80/20 rule in an
effort to ensure maximum value from the project, I cannot agree that the
factors effecting decision making are in any way different from one
comm
Luis Eliecer has introduced the idea that ICT is only a means to an end,
and not an end in itself. Alec Leggat brings in the practical view of
how this is reflected in the assessments of the radio work getting done
in South Africa supported by the Panos Institute.
I have an even more fundamental
Dear GKD Members,
At some point in this discussion, the question was raised whether those
with access are yielding.
I 'connected' Nicaragua to the Internet (blue node in 1989, online 1993)
and I'm doing know -13 years later- a global eReadiness study, among
others to evaluate how far we've gotte
There is an interesting diversity of opinions on this issue, and may I
add another to the 'pot'.
I do not see quantity of time spent on a computer as necessarily having
any particular significance to a students future prospects, (unless it
is truly miniscule, or the student fully intends to compl
Dear GKD Members,
I'm glad to see that Yacine's intervention has opened up the debate
somewhat to include a consideration of the role of ICTs in society.
However, I think it's still important to point out the need to not be
technologically deterministic when considering the role of ICTs in
societ
I wouldn't like to have our political "statement" focused exclusively or
almost exclusively in the DD issue. ITC could be a great tool for
development, but it must be kept as a tool. If we talk all the time
about the DD we can miss the point. We must give an answer and an
opportunity to the disadv
When someone says "Most American children have computer access at
school", it causes me to ask a follow up question.
If a school has 1000 students, how many hours per day at the computer
does each student have? What ratio would be considered "access". Kids
who have a computer at home that they ca
At 10:50 AM -0500 04/03/02, Lolita A.Wood-Hill wrote:
> One set is being taught how to make the computer work for them (able to
> program it for their own purposes), the other set is being prepared to
> use that same computer as a glorified typewriter for the purpose of
> being a white collar wor
Kevin Rocap wrote:
> How are those with privileged access wielding that privilege? This to me
> is a key, virtually unasked question.
It's a topic I address daily via dozens of email letters sent through
various networks and via web sites that show where youth and families
who are economically is
To Yacine: It is hard to disagree with your pithily expressed
frustration, or sharp definition of the social schisms underlying the
'digital divide' (DD) however I would suggest there is some
political utility in keeping these two words as a sort of quick
shorthand.. if it can focus the attent
One of the most dangerous notions being pushed by the current Bush
Administration is the idea that "access" to computers for the poor
somehow negates the concept of a "digital divide". The discussions here
have all talked about the "social" divide but I wanted to add that this
divide seems, as alw
Dear GKD Members,
Warm greetings. I take this issue very seriously for the simple reason
that digital divide has many forms or different names but has huge
benefits for those who are not part of it. At the end of the day there
is a huge divide out there between the 21st century Information
Knowle
Thanks to contributors who have raised this topic. The issues do need to
be clarified. How can we have clarity of thoughts and communication
without clarity of language?
May I illustrate the problem by describing a project in rural Nigeria.
Its long term vision is for community development. Comm
Puzzling on the discussions on digital divide vs social divide, I find
myself thinking about the literacy/non-literacy divide which has
historically contained much of the same privileged/disadvantaged
dimensions. The progressive pressure has been to extend literacy and to
do so in conditions whic
Dear GKD Members,
I'm in basic agreement with Yacine Khelladi. For the last several years
I have referred to the Education Divides, the Opportunity Divides and
Economic Divides (all similar to what you call the Social Divide) that
pre-date and help to shape the Digital Divide (and I know others w
Yacine raises a good point, and it relates to both semantics and
actions. Terms and expressions such as "bridging the digital divide"
and "sustainability" stand for concepts and approaches to development
that mean (meant) something, but their formulaic repetition tends to
blur them into meaningles
Yacine raises a very important, but I fear often overlooked point: any
technologies, ICTs included, should only be seen as a means to an end.
Acquisition of technologies should never, or at best very very rarely,
be seen as the end in itself.
And, partly adopting a role of "Devil's Advocate", I c
Yacine raises a good point, and it relates to both semantics and
actions. Terms and expressions such as "bridging the digital divide"
and "sustainability" stand for concepts and approaches to development
that mean (meant) something, but their formulaic repetition tends to
blur them into meaningles
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