RE: [DDN] The real digital divide (fwd)
This thread caused me to remember: The word "educate" comes from latin root words which together mean 'to draw out from within.' I always liked that because it spoke to me of the value of understanding. Wanda Jean ThreeHoops.com Visibility & Resources for Tribal Nations, NA Businesses and Nonprofits 2011 Fall Hill Avenue - Fredericksburg VA 22041 - Tel: 540 371 4199 -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Thursday, March 17, 2005 1:30 PM To: [EMAIL PROTECTED] Subject: Re: [DDN] The real digital divide (fwd) --Dear Bonnie and Others: As an educator and student, I agree that we certainly are experiencing a backlash to anything intellectual that requires critical thinking skills. As a matter of fact, in most workplaces independent thinking is downright discouraged, leaving those who still possess a flare for it feeling alienated and ostracized. We have acquired a persistent tendency to believe that if results cannot be produced quickly and failure might be an issue, they are not worth the bother. This may be true in certain areas, but when it comes to developing critical thinking skills and acquiring a solid educational foundation, this is certainly not the case. Students in underserved public education situations are no longer allowed the intellectual courtesy of why they should be interested in studying certain concepts and until we approach this problem and link concepts so that relevance can be understood and used to correlate ideas they will not feel the "fire" of true learning and where it can take them. "Teaching to the test" certainly doesn't cut it. Try as we might, we cannot quantify everything with our current mathematical capabilities. In any given class you can see those who have been given this gift, who understand why they are there. They stand out; the student who had that one educator who "linked" ideas together to motivate them and how they use it like rocket fuel to propel them along a path, eating up knowledge because it has become self-relevant. When we give learners a "place" a sense of belonging and a sense of why learning is important to THEM that is when educators do justice to their profession. Maybe then intellectualism might stand a fighting chance once more. So John, I don't think that they are really lazy, I just think that most of them are directionless- take the leash! Excuse the rant, I wish I could sound more like Mad Dog - he certainly burns rocket fuel! Regards, Susan Susan Crane-Sundell [EMAIL PROTECTED] SUCB [EMAIL PROTECTED] wrote: > > In a message dated 3/16/05 8:29:32 PM, [EMAIL PROTECTED] writes: > > > > > > Final note: All this means today's American college and high school > > graduate had best get off their lazy butts and realize what the REAL > > competition is going to do to their job situation. > > -- > > I don't know. I spent three years on all kinds of projects that were to > prepare students, they sort of got defunded. The children don't create the > curriculum or create the ideational scaffolding toward curriculum. They are the ones > who grew up in the culture of media. > > Seems to me that the reality is that so many people are looking at reality > shows and entertainment > that academics have gone away. Nationally we seem to be making fun of > anything intellectual, challenging or of science. Sputnik got a rise out of congress > years ago. maybe the Singapore triumph in technology will open the eyes of the > sleeping. > > You don't get to Mars by reading a book. Thinking is an evolved practice. > Maybe we have some other kind of divide that is anti-intellectual. > > 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. ___ 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.
[DDN] Job Opening - New York City/CUNY - Electronic Portfolio Director - Deadline 4/7/05
THE CITY UNIVERSITY OF NEW YORK: JOB POSTINGLaGuardia Community College Title Project Director, Electronic Student Portfolio Project Payroll Title or Level Higher Education Associate Location/Department Academic Affairs/LaGuardia Center for Teaching and Learning FLSA Status Exempt (not overtime-eligible) Salary $53,455-61,111, depending on experience College Web Site www.lagcc.cuny.edu Notice Number MP10303 Closing Date 4/7/2005 (deadline extended) Position Description and Duties LaGuardia Community College is expanding its ePortfolio program to include all entering students. An ePortfolio is a selective collection of student work*papers, presentations, projects and performances, plus student reflections on their work*made available on the Web. Designed to deepen student learning and improve program assessment, ePortfolios allow students share their learning with families and communities as well as future employers and transfer institutions. The Portfolio initiative is a key element in the broad restructuring of the College's assessment practices. The ePortfolio Project Director will manage all ePortfolio activities for the Center for Teaching and Learning, working with the Center Director, faculty and staff to advance the project and help realize its highest potential. Supervising the ePortfolio staff and reporting to the Center Director, the Project Director's responsibilities will include: * Establish timelines and meet goals for implementation of ePortfolio for all LaGuardia students * Collaborate with a team of faculty leaders to guide the growth of the project and lead faculty development seminars and institutes * Supervise the work of the ePortfolio Design & Training Specialists and the student ePortfolio Consultants* Refine and advance the functionality of the ePortfolio software and related content management systems * Guide the development of online ePortfolio tutorials and outreach materials for students and faculty * Work closely with College committees to ensure successful integration and effective use of performance standards in assessing student portfolios * Collaborate with the IT Division to ensure successful implementation of ePortfolio, including develop specifications for needed state-of-the-art hardware and software, and infrastructure* Engage with the emerging nationwide, field of ePortfolio and related discussions of learning theory, new technology and assessment, to advance LaGuardia's success * Coordinate budget management and contract management with vendors* Support relevant fundraising activities * Develop regular and effective reports for funders and College leaders As a member of the Center's senior staff, the Project Director oversees and assumes responsibility for a wide range of tasks. The Project Director position requires well-developed knowledge of the processes of faculty and student learning, as well as knowledge and skill in management and program development. Serving as a supervisor, manager, educator, and leader, the Project Director is committed to building the Center's capacity to serve the College and enhancing teaching and learning at LaGuardia. Qualification Requirements Earned Bachelor's Degree and a minimum of 6 years relevant career experience (Masters strongly preferred); sophisticated knowledge of and experience with the educational uses of new digital technology; experience in program management in an educational setting; experience working with and leading faculty development programs; familiarity with classroom and curricular assessment approaches, particularly portfolios & performance-based assessment strategies; ability to utilize and trouble-shoot advanced content management systems; skill in multi-media web page design; familiarity with Windows 2000 and 2003 networks; strong written & oral communication skills; ability to work well with diverse groups, effectively supervise staff, and support institutional change. How To Apply Requested Items Cover letter and resume Respond To Nereida BaezAcademic Affairs LaGuardia Community College 31-10 Thomson Avenue, Room M-400 Long Island City, NY 11101 Ros Orgel Assistant Director Center for Teaching and Learning LaGuardia Community College/CUNY [EMAIL PROTECTED] - Room M413 Phone: 718/482-5448; Fax 718/609-2026 ___ 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 real digital divide (fwd)
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Re: [DDN] The real digital divide (fwd)
I'm kind of new to this network. Not that this matters. I'm with you John until you said lazy high school students. Can we really say that their being lazy is the problem? In some communities I know that there are a lack of available role models and inspiration. Teacher can't do it all. I can guarantee you that the people in these areas that you are using as examples, did not get motivated without some focused guidance. I agree with what you said about the opportunities for less expensive training on the net. I does though, take some doing to get people who are focused on survival in the streets to understand the exponential possibilities of information intelligence. When it comes to the digital divide, we need to focus on the source. I also like what Andy said about different solutions for different situations. For instance, in the American inner, cell phones and other type of digital toys are fairly ineffective in reaching the youth populations and making sure that once they are trained that the jobs are there for them. Many of the high school students are not lazy, many are just misguided. Unfortunately, the violence and gun play in cities such as Philadelphia makes it difficult to reach the very people who need a bridge through the Digital Divide. They are the stigmatized form both directions because they are being caught in the cross hairs. It's very sad that unfortunately this is the problem is alive and kicking right here the most digitally progressive county. What do you think about that? Like or not. Sandra - Original Message - From: "John Hibbs" <[EMAIL PROTECTED]> To: "The Digital Divide Network discussiongroup" <[EMAIL PROTECTED]> Sent: Wednesday, March 16, 2005 7:40 PM Subject: Re: [DDN] The real digital divide (fwd) At 4:27 AM + 3/12/05, Cindy Lemcke-Hoong wrote: One reason is, as a labourer, you don't need to know too much reading. Just pure muscle. And miserable lives. I saw that in China, Singapore (that was in the 80s, where foreign workers from Bangladesh, Indonesia, Malaysia lived in deplorable conditions as compared to the local. The Malaysian faired better since their home is only a hop away ...), now in Malaysia ... While we frequently talk about greater access to education and training as a result of the Net and cheaper access to it -- all of which is true -- we really don't concentrate very hard on the talking more about promoting *work* opportunities as a result of the new connectivity. I don't know why this is because the examples are many that this kind of thing is well underway; (India's India's call centers -- coupled to the complaint by wealthy nation employees that their job was outsourced). (What is one man's poison is another man's potion.) It is not a terribly long step to believe that relatively simple typing skills by Bengali's can lead to data processing jobs from Boston -- along the lines of what the Irish have done for New England insurance companies for two or three decades. "Outsourcing" has just begun. In full bloom, 30, 40, 50 years from now, it will mean tele-commuting -- probably from telecenters with all the latest and greatest equipment, with the labor force coming from that same pool that Cindy came from...except what will count most is brain power, not muscle power. Final note: All this means today's American college and high school graduate had best get off their lazy butts and realize what the REAL competition is going to do to their job situation. -- John W. Hibbs < http://www.bfranklin.edu/johnhibbs ___ 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.
[DDN] Mobile phones - useful or wasteful?
Dear all, I am debating the point - are mobile phones useful or wasteful? The answer is both. It's useful in emergencies. It's wasteful more often than useful. I have seen people becoming zoombies of mobile phones and without it in their hands, their hands start shaking and feel handicapped!! If it doesn't ring after sometime, they switch off and switchon just to check if the connectivity is still there? It hasmade us more impatient!! Many people ask me do you carry a mobile? If I say yes, immediately thay want the number, to call me at any time of their convenience and disturb me. When I tell them, you can call me on a landline 24x7 operation and leave a message, they are not satisfied. Their ego is hurt, if they think, they can't have the right to reach me directly any time of the day or night!! To me even land lines are a big nuisance. Their ring is so disturbing o the environment. Especially when someone is not at the desk and it goes on ringing!! Particularly intercoms!! I have had the misfortune of being a witness to all the drama that goes on when you call on someone. When I have just started the conversation, the phone rings - both os us are instantly disturbed and the conversation gets discontinued; he / she immediately puts out his hand and grabs a telephone receiver, only to relaise that is not the phone!! so goes on trying one after another, till he / she picks up the right one!! Most conversations are avoidable and are just mutual flattery. I think hardly 10% real business is dome over phone concversations, except by thos who are real business minded!I have been witness to many conversations, not worth mentioning. Ofcourse everything depends on the status of the caller and receiver. The telephone proves the axiom: "You are powerful before the poweless; and powerless before the powerful". Many traffic accidents happen due to mobile phones being attended while driving! The best is to have silent messaging solution so the the receiver can see the message at his / her convenience and respond!! The computer should become an auto recording of the call, answering machine and voice recorder. I may sound negative but that's how the picture looks like. It's high time, we get away from these disturbing devices in the name of promoting ICt and bridging the digital divide!! -- Kris Dev, for Tr-Ac Net, Chennai Transparency and Accountability A global, not-for-profit, Network http://Tr-Ac-Net.blogspot.com http://TrAcNet.blogspot.com http://ll2b.blogspot.com --- With Peter Burgess, Tr-Ac Net, New York [EMAIL PROTECTED] "You are not going to have moral people until you have moral institutions. You will not have moral citizens until you have a moral government." "You are not going to have moral people until you have moral institutions. You will not have moral citizens until you have a moral government." ___ 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 real digital divide (fwd)
--Dear Bonnie and Others: As an educator and student, I agree that we certainly are experiencing a backlash to anything intellectual that requires critical thinking skills. As a matter of fact, in most workplaces independent thinking is downright discouraged, leaving those who still possess a flare for it feeling alienated and ostracized. We have acquired a persistent tendency to believe that if results cannot be produced quickly and failure might be an issue, they are not worth the bother. This may be true in certain areas, but when it comes to developing critical thinking skills and acquiring a solid educational foundation, this is certainly not the case. Students in underserved public education situations are no longer allowed the intellectual courtesy of why they should be interested in studying certain concepts and until we approach this problem and link concepts so that relevance can be understood and used to correlate ideas they will not feel the "fire" of true learning and where it can take them. "Teaching to the test" certainly doesn't cut it. Try as we might, we cannot quantify everything with our current mathematical capabilities. In any given class you can see those who have been given this gift, who understand why they are there. They stand out; the student who had that one educator who "linked" ideas together to motivate them and how they use it like rocket fuel to propel them along a path, eating up knowledge because it has become self-relevant. When we give learners a "place" a sense of belonging and a sense of why learning is important to THEM that is when educators do justice to their profession. Maybe then intellectualism might stand a fighting chance once more. So John, I don't think that they are really lazy, I just think that most of them are directionless- take the leash! Excuse the rant, I wish I could sound more like Mad Dog - he certainly burns rocket fuel! Regards, Susan Susan Crane-Sundell [EMAIL PROTECTED] SUCB [EMAIL PROTECTED] wrote: > > In a message dated 3/16/05 8:29:32 PM, [EMAIL PROTECTED] writes: > > > > > > Final note: All this means today's American college and high school > > graduate had best get off their lazy butts and realize what the REAL > > competition is going to do to their job situation. > > -- > > I don't know. I spent three years on all kinds of projects that were to > prepare students, they sort of got defunded. The children don't create the > curriculum or create the ideational scaffolding toward curriculum. They are > the ones > who grew up in the culture of media. > > Seems to me that the reality is that so many people are looking at reality > shows and entertainment > that academics have gone away. Nationally we seem to be making fun of > anything intellectual, challenging or of science. Sputnik got a rise out of > congress > years ago. maybe the Singapore triumph in technology will open the eyes of > the > sleeping. > > You don't get to Mars by reading a book. Thinking is an evolved practice. > Maybe we have some other kind of divide that is anti-intellectual. > > 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. ___ 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 Inclusion Question
I would like to propose a question to the group. What would it take to solve the digital divide here in America and abroad if the resources were available. Please keep in mind, I don't see digital inclusion as merely making access to technology available, I define it as having the majority of the country effective users. By the way, loved the Airplane analogy mentioned the other day. Raymond Waynick ___ 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] Important Upcoming Oxford Internet Institute Special Event
On April 11, OII will convene a very timely colloquium, asking the question "Whose Responsibility is Digital Inclusion?" Check out details at http://www.oii.ox.ac.uk/collaboration/?rq=specialevents/20050411. The event addresses the issue largely in the U.K context, but certainly much would be revealed from other countries taking on such an important dialogue at the highest levels. Anthony G. Wilhelm, Ph.D. Director, Technology Opportunities Program National Telecommunications and Information Administration U.S. Department of Commerce 1401 Constitution Avenue, N.W. Room 4893 Washington, D.C. 20230 (202) 482-1216 fax: (202) 501-5136 [EMAIL PROTECTED] http://www.ntia.doc.gov/top/ ___ 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 real digital divide (fwd)
In a message dated 3/16/05 8:29:32 PM, [EMAIL PROTECTED] writes: > > Final note: All this means today's American college and high school > graduate had best get off their lazy butts and realize what the REAL > competition is going to do to their job situation. > -- > I don't know. I spent three years on all kinds of projects that were to prepare students, they sort of got defunded. The children don't create the curriculum or create the ideational scaffolding toward curriculum. They are the ones who grew up in the culture of media. Seems to me that the reality is that so many people are looking at reality shows and entertainment that academics have gone away. Nationally we seem to be making fun of anything intellectual, challenging or of science. Sputnik got a rise out of congress years ago. maybe the Singapore triumph in technology will open the eyes of the sleeping. You don't get to Mars by reading a book. Thinking is an evolved practice. Maybe we have some other kind of divide that is anti-intellectual. 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] Call for papers "Enhancing health literacy through communication"
Hi Several of you are involved/interested in "Enhancing health literacy through communication", so I thought I would forward this call for papers, though I am not involved in "Studies in Communication Sciences". cheers Claude www.adisi.ch Original text: http://www.scoms.ch/calls/call_SComS_05_2_health.pdf Call for papers Studies in Communication Sciences Thematic section on: Enhancing health literacy through communication Guest Editors: Peter J. Schulz, Health Care Communication Laboratory, School of Communication Sciences, University of Lugano Kent Nakamoto, Department of Marketing, Virginia Polytechnic Institute and State University. Access to health information is greater than ever before. The mass media and the Internet have made available to health consumers vast amounts of medical and health-related information. Policy shifts have increased consumers’ access to medical records. This welter of information, however, can overwhelm consumers; they feel overloaded, confused, and uncertain which information and information sources to trust. Moreover, the technical complexity of the information can compound these problems. In many ways, consumers often lack the health literacy to make effective use of the available information. Health literacy is a complex phenomenon that plays around a delicate interrelation of at least three factors: the ability to read and understand medical information, the ability to use medical information for one’s own health and make good decisions on the basis of it, and people’s general attitudes toward life. The damaging consequences of low health literacy have been widely documented. Low health literacy is associated at the individual level with lower self-esteem and less successful interaction with healthcare providers, and at a community level with increasing health care costs and hospitalization. Conversely, increasing health literacy can lead to crucial gains in compliance, recall, and satisfaction. As such, the concept of health literacy has become a central concern in the field of health communication. This thematic section of Studies in Communication Science aims to bring together contributions that explore communication strategies to both reach people with low health literacy and increase health literacy. We invite researchers in the humanities and social sciences, as well as mass-media and technology scholars to share theoretical perspectives, empirical studies, and case experiences on this topic. Interdisciplinary contributions are particularly welcome. Article Format & Topics: Article in the thematic section can have a length of up to 15 pages (400 words per page, footnotes and bibliography included). Each author receives 25 free bound reprints of his or her article. The list of possible article topics includes (but is not limited to): • Measures to increase readability • Health literacy and people’s attitudes toward health and health-related products and services • Health literacy skills • Health literacy in the domain of patient/provider communication • Health literacy and Informed Consent • Health literacy in decision-making • Case studies on health literacy • Improving health literacy through different media • Health literacy and new technologies Key Dates: • Submission of Abstract (1-2 pages): 31st March 2005 • Feedback on Abstract: 15th April 2005 • Submission of Article: 30 June 2005 • Feedback from Reviewers: 15th September 2005 • Final Version due: 31st October 2005 • Publication of the Journal: December 2005 Contact Information: For questions or to submit an abstract contact: * The Journal’s website (including notes for contributors) can be found at: www.scoms.ch *e-mail address deleted here, but you can find it on the original document at http://www.scoms.ch/calls/call_SComS_05_2_health.pdf ___ 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: Re: [DDN] phone vs net
Bravo, Andy. I write this from Accra, Ghana, where in 10 minutes I help launch a two-day conference for some 80 Africans of various sub-Saharan nations interested in harnessing the new technologies for education. Our emphasis will be on ""appropriate technology. The notion of äppropriate" technology," the term identified with the late E. Schumacher, is the key to your message. Whether walking, or biking, or motorcycling, or automobiling is the "best"vtechnology is a pointless and misleading discussion: technology needs to be chosen for its fit to the situation it is designed to improve. Steve Eskow [EMAIL PROTECTED] > > From: Andy Carvin <[EMAIL PROTECTED]> > Date: 2005/03/16 Wed AM 11:19:25 EST > To: The Digital Divide Network discussion group > <[EMAIL PROTECTED]> > Subject: Re: [DDN] phone vs net > > > > Info wrote: > > Putting a cellular phone in the hands of people who can barely put food on > > the table or live in sub par housing conditions, fighting aides, and worst > > of all, about to be left of out the 21st century digital workforce is just > > crazy. Cellular phones and pagers have been in the poorest hands for almost > > a decade now, has having a cellular phone helped their conditions, no. > > > > Actually, that's not true at all. Projects like the GrameenPhone > initiative are very well documented. Thousands of uneducated women in > Bangladeshi villages now have successful careers - and financial > independence - because of the mobile phones they've received through the > program and the mobile services they're offering to their villages. The > program is now expanding into Uganda and Rwanda, and hopefully will be > successful there as well. > > I think it's really unproductive for us to adopt a binary mindset in > which it's either mobile phones OR computers. Just because The Economist > says that we should ignore computers and focus only on mobile phones > doesn't mean we're right if we reply by saying the opposite. > > There's a reason why the notion of ICT for development is called ICT for > development rather than PCs for development or smartphones for > Development. The goal here isn't to take one particular technology and > force it onto the world. The goal should be to address the world's most > pressing development needs and identify solutions that, if appropriate, > can select from a _spectrum_ of ICTs, from mobile phones to computers to > community radio and everything in between. > > The Economist article makes a big mistake by assuming that ICT4D > activists are all trying to push computers as a solution in itself; it's > misleading and naive. Activists are also pushing for more affordable, > stable mobile phone networks, low power fm radio, solar-powered > technology, and many other ICTs. The key is to identify _appropriate_ > technologies for solving different development challenges and finding > sustainable, scalable ways of implementing them. So for some > communities, that may be computers first; for others it'll be another > technology. > > So let's not do what The Economist did and adopt an either/or approach > to the issue. No one type of ICT will solve all the world's problems, so > let's try to find the most appropriate uses for them from one context to > the next > > -- > --- > Andy Carvin > Program Director > EDC Center for Media & Community > acarvin @ edc . org > http://www.digitaldivide.net > http://www.tsunami-info.org > Blog: http://www.andycarvin.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. > ___ 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] Washington, DC - DD & Urban ethnic displacement in Washington & elsewhere
Thanks for the support. Below are some resources that I gathered and use from time to time in my work along with the Lucas Foundation Resources at glef.org. This is a reach to Africa... http://www.digitaldivide.net/community/summitforchildren Take a look. We have two years to build community. I have been there four times. We are linking the African child in the US , Canada and other places with the African child in Africa some of the childen will present at the Sigenthi Film Festival.. SITHENGI will have a children's track next year in November. We will do digital stories, and workshops. We are also gathering children of all kinds to do Kinetic City. There is money available from the Beaumont Foundation for hardware. There are after school resources that are really good. Shirley Malcolm of AAAS and others have worked on this project and it is really good. and it is free... but there are materials you might like to have to do hands on. Description Kinetic City: Mission to Vearth is a web-based science program for children in grades three through five. Produced by the American Association for the Advancement of Science and funded by the National Science Foundation on the strength of its outstanding evaluations, the program turns standards-based science content into a game that kids can play either in class or after school. Kinetic City is a fun, web-based after school science club for kids ages 8 through 11. It combines exciting online animations and activities with boxes of hands-on science experiments. Children earn Kinetic City Power Points and collect stickers as they complete missions and learn standards-based science content. Here's how it works: The Kinetic City Super Crew (Keisha, Curtis, Megan and Max) needs the help of Earth kids to save their planet Vearth, from the science-distorting computer virus Deep Delete. Each of Deep Delete's 60 hideous strains attacks a different area of science with disastrous consequences. After each attack, teams of Earth kids fight back by viewing a short online animation describing the situation on Vearth; performing a series of activities to re-learn the lost science; and going on a mission to Vearth during which they answer science questions and gobble up Deep Delete viruses. Their scores appear on their own Kinetic City Club web page. Kinetic City is produced by the American Association for the Advancement of Science (AAAS), with a grant from the National Science Foundation. AAAS writes the Project 2061 Benchmarks for Science Literacy, which forms the basis of most state science standards. Visit the Kinetic City web site: http://www.kineticcity.com Bonnie Bracey bbracey at aol com http://www.digitaldivide.net/profile/bbracey http://www.digitaldivide.net/community/STEM http://www.digitaldivide.net/community/digitaldivideclass http://www.digitaldivide.net/blog/bbracey Edreform.net ( my portal educational technology applications) 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.
