Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[JDFLICK]

 
Computers are the communication device that dominates modern society --  this 
list is evidence of that.  Therefore, teachers have a responsibility  to 
learn how to use it and incorporate it into their curriculum.  I teach  
freshman 
comp. in college, and require all students to submit their essays  
electronically and participate in computer-based discussion forums.  When I  
started doing 
this in 1999, I had a few students who were reluctant.   Today, I don't.  
I've even had grandmothers in my classes, and after a  little extra 
indoctrination, they became quite comfortable with the modern  forum.  As a 
academic source 
once said, any idiot can use a computer.  
 
Yes, I quite agree teachers need to learn how to use computers.
 
Jim Flick [EMAIL PROTECTED]

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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[BBracey]

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
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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[David P. Dillard]

I have posted about this before.  I once encountered a teacher returning
to college in her late forties or early fifties who was quite confirmed
and proud of the fact that she and computers had done a thorough and
complete job of keeping their distance and not meeting for any purpose.
This teacher is a high school science teacher who wanted a print out of
article citations on her topic so that she could find them in the stacks.
Somebody else was to get the citations, look them up in the online catalog
and provide her with the citation and call number blend so that she could
amble up to the shelves where they resided and photocopy the articles.
This teacher was very unthrilled when I told her I would give her one
citation and call number and then show her how to look up more.  I got her
on a computer and was about to engage in information science force feeding
when a computer internet outage of about one hour intervened, she went to
the shelves to claim her article and I never saw her again.

Generalizations like "People can develop without structured training" are
exceedingly dangerous and deny the diversity in our society.  Diversity is
not just a matter of different sexes, different racial or ethinic
background or one of income status only.  Diversity also lies in areas
like personality, flexability or the lack thereof, interest in or total
hostility to technology.  I have run into in my various areas of public
contact with quite a few teachers who are upstanding devout members of the
Church of Computer Refusal and these are elders, priests and leaders of
this church.  Many of these folks will not be changed by a structured
program such as a boot camp with water torture or beatings as an incentive
to thrive in their computer literacy skills, much less develop without
structured training.  How, for example, are students going to learn
research skills for building a bibliography on a topic if their teachers
do not know that public libraries in many states provide public access to
databases from sources like EBSCO, First Search, Infotrak from Gale /
Thompson, ProQuest Direct and others.  These teachers do not bother to go
to the public libraries in their area to find out what is offered on
computer for student research and they most certainly do not learn
anything about how to use these tools for research questions so they teach
students headed to college nothing about them.  Then the students go to
colleges where there are few who are skilled in the use of databases and
have financial and time pressures and may settle for purchased term papers
or make do for their research citations with what they can find in Google
without even a clue that there is a Google Books or a Google Scholar.

Here is the original post that includes the story about the teacher who
refused to use computers.


EDUCATION: TECHNOLOGY : EDUCATION: K-12: TEACHERS: Some Opinionated
Comments Regarding Technology Skills in the K-12 Learning Experience



Here is a post in which I go into some more detail and cite other posts
regarding this topic.

Re: [DIG_REF] RESEARCH: RESOURCES: Google Isn't Everything


Even if the state library system and local public libraries in a specific
place do not offer databases, there are still places where a teacher
wanting to learn about these tools may do so.  The ERIC, TRIS and PUBMED
databases are available from the United States Federal Government.

EBSCO offers a database free to the public and in particular to teachers
that is discussed in these two Net-Gold posts.


DATABASES: EDUCATION AND ERIC: From EBSCOhost: Teacher Reference Center
(TRC) - Journal Information for K-12 Teachers and Librarians



DDN] Using the EBSCO Elementary Secondary Education Database for
Adolescent and Adult Health Education Knowledge
David P. Dillard
Fri, 12 May 2006 09:22:59 -0700



The opportunities are there.  Computers for the home and internet access
are getting cheaper.  For the teacher who refuses to have any part of this
scene, however, putting them in a room with a computer connected to the
internet, with a nice mug of hot chocolate and nice soft music playing in
the background is not likely to cause these people to develop without
structured training and even perhaps with it, shotgun pointed to their
head or not and as a result, many students will have a much harder time
before they get to college and even more so when they are in college in
any of their academic pursuits that require serious bibliographic
research.



Sincerely,
David Dillard
Temple University
(215) 204 - 4584
[EMAIL PROTECTED]
Net-Gold


General Internet & Print Resources

RE: [DDN] Nicholas Negroponte- ISTE NECC Speech- Teachers and Technology

[Jose Mendonça Lima]

Hi Bonnie

I think it is an great to produce computer at that price, but I also think if 
the manufactures wanted to refurbish computer would be better for the poor 
people and  environment do you think?


Telecentro Trajetoria Mundial

http://spaces.msn.com/telecentrotrajetoria/

EDUCAÇÃO BÁSICA
DE QUALIDADE PARA TODOS


EU POSSO. VOCÊ PODE. NÓS PODEMOS.

...contribuir para garantir uma educação básica de qualidade para todos.

<@>55-81-3231-4233 work


55-81-88015463  mobile



> From: [EMAIL PROTECTED]
> Date: Mon, 17 Jul 2006 11:23:35 -0400
> To: [EMAIL PROTECTED]; [EMAIL PROTECTED]; [EMAIL PROTECTED]
> CC: 
> Subject: [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 
>

Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Taran Rampersad]

My thoughts on all of this are pretty well documented, but I'll just 
mention briefly - again - that the cost of the laptops viewed alone may 
seem worthwhile to some and not worthwhile to others. However, when 
looked at in the context of a national economy, I find the Negroponte 
initiative indefensible and have found no one with a suitable defense 
for expending that much on something while not extending a 
technological, financial or even societal infrastructure. Further, it 
assures a dependency on a hardware and support infrastructure which will 
be handled by the same governments and entities which could not provide 
appropriate infrastructure in the first place.


It's cold, it's hard, it's true. Unfortunately, the iceberg that sank 
the Titanic didn't get named. But we all remember the Titanic.


I'd also like to note that 'success', as usual, appears to be used in 
many different contexts here. What is success for this initiative? Yes, 
it's quite *cool* that there's a neon-colored thing out there with these 
abilities - send me one, I'll evaluate it instead of speculate - but I 
believe that this laptop will only guarantee that children will continue 
to be born naked. It also manages to get a lot of publicity for a 
certain person who apparently should just trademark the thing and be 
done with it.


The only thing I can see that is substantially worthwhile about the 
initiative is that it's promoting discussion, but the discussion itself 
seems to be a wavering defense of what promises so much for those with 
so little.


Cerveza Libre!

--
Taran Rampersad
Presently in: San Fernando, Trinidad and Tobago
[EMAIL PROTECTED]

Always looking for contracts!
http://www.knowprose.com/node/9786

New!: http://www.OpenDepth.com
http://www.knowprose.com
http://www.digitaldivide.net/profile/Taran

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"Criticize by creating." — Michelangelo



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RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Kerr, Wes \(CONNKY\)]

I simply typed ftp.connectky.org in firefox and went from there. See
what happens if you simply type that in

 
Wes Kerr 
Project Manager, Research Group
ConnectKentucky
270-809-6031 - office
270-799-0873 - cell
[EMAIL PROTECTED]
www.connectkentucky.org 
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of
[EMAIL PROTECTED]
Sent: Sunday, July 16, 2006 5:55 PM
To: [EMAIL PROTECTED]; [EMAIL PROTECTED]
Subject: 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 developmen

[DDN] Nicholas Negroponte- ISTE NECC Speech- Teachers and Technology

[BBracey]

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
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RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Don Cameron]

Bonnie Bracey Sutton writes:
> 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.

Hi Bonnie,

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

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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[BBracey]

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.

RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Don Cameron]

Bonnie Bracey Sutton writes:
> I disagree when we are talking about teachers, who have already 
> been labled incompetent and out of touch, and who may know the 
> pedagogy, but not the latest in use of technology, with time being
> a factor, and testing the gun to the head.

Hi Bonnie,

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.).

Don

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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[BBracey]

In a message dated 7/12/06 5:43:07 PM, [EMAIL PROTECTED] writes:


> 
> Sharing the reservations of a lot of people about Negroponte's proposal,
> nonetheless I don't see a lack of training as a total inhibitor to success.
> People can develop without structured training. 
> 

I disagree when we are talking about teachers, who have already been labled 
incompetent and out of touch, and who may know the pedagogy, but not the latest 
in use of technology, with time being a factor, and testing the gun to the 
head.

Bonnie Bracey Sutton
bbracey at aol com
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RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Don Cameron]

> I understand that Don. But you can't be *sure* that will happen. 
> Early adopters don't always make effective helpers; in my many 
> years working in community technology settings, I have seen that 
> over and over

Hi Steve,

True enough, although we can never be 'sure' of the success of any
initiative. Structured training also fails or there would be no university
drop-outs; no illiterate kids leaving our schools. It's a matter of
advantage outweighing disadvantage.

My years of experience in communal technology have taught that community's
entering technology adoption are the very community's with cultural
strengths and applicability most suited to the creation of self-developing
support networks. They succeed in this because they do not share all the
elements of individual isolations so prevalent in developed (technically
literate) communities. Supportive networks already exist in these
communities; it's just a matter of a few people grasping the technology and
bringing this knowledge to existing networks. I have seen this happen time
and again.

The question (so far un-asked here) of whether or not the type of technical
adoption promoted by Negroponte's proposal will lead some communities to
cultural and social fragmentation/destruction is of a higher level - much
will depend on the communities themselves - IMO this is a question no less
worthy of debate and analysis before giving overly serious consideration to
Negroponte's proposal.

Cheers, Don  


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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Dave A. Chakrabarti]

Surya,

Great links! Thanks a lot for bringing both of those projects to my
attention...I had never heard of the first and only vaguely heard of the
second as a movie I should see when I have some free time.

While I'm very happy to learn about these projects, I still have a
problem with the idea that children can learn to repair these machines
themselves. It appears I was wrong, and children *can* figure out
trackpads and mice on their own. However, the hole in the wall project
is a great example in one regard; an "expert" with technology was
responsible for the installation. Presumably, if something goes wrong
with the machine, he's the one who make sure it gets fixed. This is
infrastructure; the project is being backed by someone local (the
computer is in the wall of his office) who has the expertise to both
install / setup the project and maintain it as necessary.

While I may be wrong about children teaching themselves the technology,
I'm not so sure that I'm wrong about the support. How many of the
members of this list, right now, are using laptops? I'd guess a fair
number of us are. How many of us could take that laptop apart and
replace a hard drive? This is a very basic repair, and fairly simple on
a desktop, yet I'd guess a very large number of us would not do it for
our laptops, preferring instead to send it in for warranty service or
have a tech do it. I've been messing around with computers for
years...just long enough to know that if my desktop's CRT goes out, I
replace it instead of trying to open it, because an unplugged CRT
monitor (like a TV) will hold a charge powerful enough to electrocute me
several years after being unplugged. Someone I work with recently had
the screen go out on his laptop. He's a technologist with many more
years of experience than me working as a technology advocate, bridging
the digital divide. He sent the laptop in for Dell to repair, since
neither he nor I wanted to tackle an LCD screen replacement ourselves.
My own laptop has been unusable for several months since the power
connector is dead. Even though I *am* able to upgrade my own RAM and
processor, change my hard drives, etc...I still can't change that power
board myself, because I'd need to solder the power connector onto the
power board. I don't have a soldering iron; I'd imagine that the kids
using these laptops won't have one either.

TVs and cellular phones are also parallel examples; while a great many
of the poorest communities now have televisions, and many are coming
into contact with cellular phones, I am not under the impression that
many of these people are repairing their own hardware. Similarly, the
hole in the wall project doesn't tell us what happens if one of the
computers gets a virus, or is misconfigured and can no longer access the
internet. What we can learn from the small scale hole in the wall
project is that, with a technology infrastructure in place, unstructured
learning can take place with surprising results. However, this is not an
argument for completely unstructured learning, and nor is it a
justification for attempting the same thing without that infrastructure
in place.

   Dave.

---
Dave A. Chakrabarti
Projects Coordinator
CTCNet Chicago
[EMAIL PROTECTED]
(708) 919 1026
---




Surya Ganguly wrote:
>> I've never seen a piece
>> of hardware so simple that a child in a third world 
>> nation (who is completely digitally illiterate) 
>> could intuitively repair. A child who
>> has never seen a laptop before cannot intuitively 
>> use a mouse/trackpad.
> 
> I have!
> 
> http://www.pbs.org/frontlineworld/stories/india/
> 
> Here's another.
> 
> http://www.imdb.com/title/tt0388789/
> 
> Just two of many examples of well-designed, self-directed learning
> environments overcoming the need for structured training, in the
> process, defining new learning paradigms. As the teacher of a
> technology workforce development program in New York City, I
> quickly learned that students learnt faster than I could teach, if
> I left them alone and set up interesting problems for them to
> solve.
> 
> -SG
> 
> 
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RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Surya Ganguly]

> I've never seen a piece
> of hardware so simple that a child in a third world 
> nation (who is completely digitally illiterate) 
> could intuitively repair. A child who
> has never seen a laptop before cannot intuitively 
> use a mouse/trackpad.

I have!

http://www.pbs.org/frontlineworld/stories/india/

Here's another.

http://www.imdb.com/title/tt0388789/

Just two of many examples of well-designed, self-directed learning
environments overcoming the need for structured training, in the
process, defining new learning paradigms. As the teacher of a
technology workforce development program in New York City, I
quickly learned that students learnt faster than I could teach, if
I left them alone and set up interesting problems for them to
solve.

-SG


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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Joe Beckmann]

They're still a little overpriced, given history, at Amazon and - quite
infrequently - EBay, but no longer through Sony. I just checked and there
are some at the $75 level, and many at $150, which I think is too much. My
bet is that there is SOMEBODY at Sony who (a) knows of a corporate adoption
that (s)he'd like to convert to Sony/Ericson phone or (b) could find a cache
of overstocked and fully depreciated, ready for a non-traditional adoption.
My own is a PEG-NX70V/u, with a PEGA WL100 wifi card, and it was
particularly the NX and NZ series that had this extraordinary range of
capability.

And Steve's right that they are heavy and bigger - but ONLY to the sleekest
of IPODs. For that matter I've also got an old Newton that makes the Clie's
look very sleek indeed.

When I taught delinquents in lockup, the clie was perfect - it was both
enough "gee wiz" to exceed the capacity of the clunky desktops available
and, with sound and video recording, had just the right capacity to catch
kids doing what they thought no one saw - their work! I could lend it to
them for writing and check their speed at tetris.

The value of these older toy-like palms is that they can do so much more
than some of their successors, even if they do it less well. With a
keyboard, the Clie is almost a laptop; with a wifi card, it's almost a
phone; plugged into a projector, it can play powerpoints or MP3's. And it is
very sturdy, uses micro power, and recharges superbly.

Finally, although Negroponte's got tenure at MIT, I can't think of a
hardware or software need that a $100 computer would fill that couldn't be
done better by this old warhorse. It may not be the sleekest linux box, but
it's got lots more than an IPOD.

Joe

On 7/13/06, Stephen Snow <[EMAIL PROTECTED]> wrote:


But Joe, et. al.,

The Clie is so much bigger. I mean for what I am thinking. But then, my
thinking might be too small!! What appeals about the ipod is its
diminuitive
size compared to other things. It slips right into a pocket and
disappears.
The use threshhold is very low because the functionality is limited...that
is a good thing, I am thinking, if the use is primarily for sharing
training
videos and information. The Clie can do a lot, maybe too much. I don't
know.
What do others think?

Steve Snow

- Original Message -
From: "Joe Beckmann" <[EMAIL PROTECTED]>
To: "The Digital Divide Network discussion group"
<[EMAIL PROTECTED]>
Sent: Thursday, July 13, 2006 11:50 AM
Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech


> While I certainly sympathize with ipods as micro-supercomputers, much
> older
> - and thereby much cheaper - Sony Clie's do all the same thing,
including
> video, sound, mp3, text, still, flash, and even internet. What they lack
> is
> phone, but that is what distinguishes the smartphones. In the meantime,
I
> wonder that people haven't collected old Clie's from Sony and EBay and
> created whole computer classrooms able to do most of what a full scale
lab
> can do, with much more flexibility, at much less than Negroponte's
> projected
> computer, with much more software capacity.
>
> Joe Beckmann
>


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--
Joe Beckmann
22 Stone Avenue
Somerville, MA 02143
617-625-9369
and
Search for a Cure
17 Worcester Street
Cambridge, MA 02139
617-945-5350
[EMAIL PROTECTED]
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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Dave A. Chakrabarti]

It's definitely an interesting idea...I wasn't aware that CLIEs with
those capabilities could be found for less than the $100 price tag
Negropointe's initiative is aiming for. If so, I'd buy one
myself...what's the cheapest handheld with a wifi card? Most of the
options I've looked at are in the $300 - $400 range.

  Dave.

---
Dave A. Chakrabarti
Projects Coordinator
CTCNet Chicago
[EMAIL PROTECTED]
(708) 919 1026
---




Mark Frazier wrote:
> Joe,
> 
> This is an intriguing idea! 
> 
>>> Sony Clie's do all the same thing, including video, sound, mp3, text,
> still, flash, and even internet
> 
> Can you help identify specific (low-cost) Clie models that have all the
> above capabilities? A recent check on eBay yielded a number of >$250 Clie
> models. 
> 
> We'd like to find more affordable options -- ideally in the $75-$100 range
> -- with the capabilities that you mentioned. 
> 
> The aim is for student teams to use them for eLesson creation/sharing at
> entrepreneurially-run schools for the poor.
> 
> We're aiming to try them in grassroots learning initiatives such as the
> Virtual Academy in a Sri Lankan farming village (www.horizonlanka.org) and
> the microscholarship system at eCenters in Kyrgyzstan
> (http://tinyurl.com/q4aqv).
> 
> Look forward to hearing from you...
> 
> Best,
> 
> Mark Frazier
> President
> Openworld, Inc. 
> "Creating assets for grassroots initiatives"
> www.openworld.com
> 
> 
> 
> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of Joe Beckmann
> Sent: 07/13/2006 8:51 AM
> To: The Digital Divide Network discussion group
> Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech
> 
> While I certainly sympathize with ipods as micro-supercomputers, much older
> - and thereby much cheaper - Sony Clie's do all the same thing, including
> video, sound, mp3, text, still, flash, and even internet. What they lack is
> phone, but that is what distinguishes the smartphones. In the meantime, I
> wonder that people haven't collected old Clie's from Sony and EBay and
> created whole computer classrooms able to do most of what a full scale lab
> can do, with much more flexibility, at much less than Negroponte's projected
> computer, with much more software capacity.
> 
> Joe Beckmann
> 
> On 7/12/06, Stephen Snow <[EMAIL PROTECTED]> wrote:
>> Dave, et. al.,
>>
>> I was directly involved in people learning to use and maintain a great 
>> variety of equipment for a bunch of years, and I certainly don't doubt 
>> that equipment has become simpler to maintain; that's often the case. 
>> I also saw great frustration from people who used equipment and either 
>> didn't know how or didn't want to learn how (a LOT of people do not 
>> feel comfortable with fixing ANYthing. Anything.); they just wanted to 
>> be able to DO things.
>>
>> I am sympathetic to the idea of kids connecting more intuitively to 
>> the equipment...at least SOME kids. Remember, MANY kids aren't that 
>> way! It's a brain development thing.
>>
>> So how do *the rest of us* manage? Remember when the Mac was created, 
>> ostensibly for "the rest of us"? Even today, in my much more limited 
>> connection to electronic technology, I field email from people who are 
>> asking me questions such as, "Why is the web page on my screen bigger 
>> than the screen? It won't all fit on there!"
>>
>> And this is not an uncommon level of question. My point is that we can
>> *pretend* all we want that people, especially "young people" (who get
>> everything!) will just "get it" and things will be fine. That is a 
>> setup for failure designed to serve the limited view of people who are 
>> designing something they want to have out there and they don't have a 
>> solution for this other stuff, so they merely explain it away. I don't 
>> buy it. It not only sets up such a project for failure, but the 
>> message then is that the PEOPLE are failures for not being able to 
>> figure it out.
>>
>> As for the limitations of the ipod as a training too, I agree. Part of 
>> the appeal of it for me is its size. It is so small and easy to lug 
>> around and you have dongles to connect to everything else. it is the 
>> universal hard drive that connects to other less portable media to do 
>> stuff. It's not the holy grail, by far. I also really like the mpeg 
>> players that are built into wireless phones. They are a little bulkier 

Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Stephen Snow]

Right,

I understand that Don. But you can't be *sure* that will happen. Early 
adopters don't always make effective helpers; in my many years working in 
community technology settings, I have seen that over and over. The other 
issue is of cultural applicability. will people in developing nations have 
the same view of mutuality in suppport that we "want" them to have? I don't 
know the answer to that. but i certainly wouldn't plan a project without 
knowing the answer; i wouldn't introduce anything that required community or 
locallly developed support without knowing the answer and having a plan B 
ready.


steve
- Original Message - 
From: "Don Cameron" <[EMAIL PROTECTED]>
To: "'The Digital Divide Network discussion group'" 
<[EMAIL PROTECTED]>

Sent: Thursday, July 13, 2006 4:36 PM
Subject: RE: [DDN] Nicholas Negroponte- ISTE NECC Speech



Even today, in my much more limited connection to electronic
technology, I field email from people who are asking me questions
such as, "Why is the web page on my screen bigger than the
screen? It won't all fit on there!"


Hi Steve,

I think in some respects your observation helps answer the question on
support and training. What happens in practice with communal ICT
implementations is that community develops its own support networks - just
as you help people known to you; others in community self-develop skills 
and

use these skills to help family and friends. Depending on the scope and
scale of implementations this can even become quite an organised 
initiative.


This is certainly what we see in the Telecentre movement - A few "bright
sparks" adopt the technology very easily and quickly become peers and
helpers assisting others with adoption/support issues. We don't need all
kids to be intuitive adopters, just enough to self-develop a useful 
support

network.

Cheers, Don


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RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Mark Frazier]

Joe,

This is an intriguing idea! 

>>Sony Clie's do all the same thing, including video, sound, mp3, text,
still, flash, and even internet

Can you help identify specific (low-cost) Clie models that have all the
above capabilities? A recent check on eBay yielded a number of >$250 Clie
models. 

We'd like to find more affordable options -- ideally in the $75-$100 range
-- with the capabilities that you mentioned. 

The aim is for student teams to use them for eLesson creation/sharing at
entrepreneurially-run schools for the poor.

We're aiming to try them in grassroots learning initiatives such as the
Virtual Academy in a Sri Lankan farming village (www.horizonlanka.org) and
the microscholarship system at eCenters in Kyrgyzstan
(http://tinyurl.com/q4aqv).

Look forward to hearing from you...

Best,

Mark Frazier
President
Openworld, Inc. 
"Creating assets for grassroots initiatives"
www.openworld.com



-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Joe Beckmann
Sent: 07/13/2006 8:51 AM
To: The Digital Divide Network discussion group
Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

While I certainly sympathize with ipods as micro-supercomputers, much older
- and thereby much cheaper - Sony Clie's do all the same thing, including
video, sound, mp3, text, still, flash, and even internet. What they lack is
phone, but that is what distinguishes the smartphones. In the meantime, I
wonder that people haven't collected old Clie's from Sony and EBay and
created whole computer classrooms able to do most of what a full scale lab
can do, with much more flexibility, at much less than Negroponte's projected
computer, with much more software capacity.

Joe Beckmann

On 7/12/06, Stephen Snow <[EMAIL PROTECTED]> wrote:
>
> Dave, et. al.,
>
> I was directly involved in people learning to use and maintain a great 
> variety of equipment for a bunch of years, and I certainly don't doubt 
> that equipment has become simpler to maintain; that's often the case. 
> I also saw great frustration from people who used equipment and either 
> didn't know how or didn't want to learn how (a LOT of people do not 
> feel comfortable with fixing ANYthing. Anything.); they just wanted to 
> be able to DO things.
>
> I am sympathetic to the idea of kids connecting more intuitively to 
> the equipment...at least SOME kids. Remember, MANY kids aren't that 
> way! It's a brain development thing.
>
> So how do *the rest of us* manage? Remember when the Mac was created, 
> ostensibly for "the rest of us"? Even today, in my much more limited 
> connection to electronic technology, I field email from people who are 
> asking me questions such as, "Why is the web page on my screen bigger 
> than the screen? It won't all fit on there!"
>
> And this is not an uncommon level of question. My point is that we can
> *pretend* all we want that people, especially "young people" (who get
> everything!) will just "get it" and things will be fine. That is a 
> setup for failure designed to serve the limited view of people who are 
> designing something they want to have out there and they don't have a 
> solution for this other stuff, so they merely explain it away. I don't 
> buy it. It not only sets up such a project for failure, but the 
> message then is that the PEOPLE are failures for not being able to 
> figure it out.
>
> As for the limitations of the ipod as a training too, I agree. Part of 
> the appeal of it for me is its size. It is so small and easy to lug 
> around and you have dongles to connect to everything else. it is the 
> universal hard drive that connects to other less portable media to do 
> stuff. It's not the holy grail, by far. I also really like the mpeg 
> players that are built into wireless phones. They are a little bulkier 
> but they offer triple
> functionality: phone, ipod and internet for web and mail. and they 
> don't require a wired network infrastructure.
>
> For the moment, I am wanting to see what can happen with a bunch of ipods.
> they are cheap, light, small, etc. I mean, I don't even own one, but I 
> have seen enough to think there is more than coolness happening. It 
> feels a little like early Google.
>
> Steve Snow
>
> - Original Message -
> From: "Dave A. Chakrabarti" <[EMAIL PROTECTED]>
> Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech
>
>
> 
>
> >> Stephen,
> >
> > The Ipod is definitely an intriguing tool for training (I should 
> > convince my boss to buy me one for, er, training purposes). I'm 
> > wondering how long it'll be before someone comes up with a Li

Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Stephen Snow]

But Joe, et. al.,

The Clie is so much bigger. I mean for what I am thinking. But then, my 
thinking might be too small!! What appeals about the ipod is its diminuitive 
size compared to other things. It slips right into a pocket and disappears. 
The use threshhold is very low because the functionality is limited...that 
is a good thing, I am thinking, if the use is primarily for sharing training 
videos and information. The Clie can do a lot, maybe too much. I don't know. 
What do others think?


Steve Snow

- Original Message - 
From: "Joe Beckmann" <[EMAIL PROTECTED]>
To: "The Digital Divide Network discussion group" 
<[EMAIL PROTECTED]>

Sent: Thursday, July 13, 2006 11:50 AM
Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech


While I certainly sympathize with ipods as micro-supercomputers, much 
older

- and thereby much cheaper - Sony Clie's do all the same thing, including
video, sound, mp3, text, still, flash, and even internet. What they lack 
is

phone, but that is what distinguishes the smartphones. In the meantime, I
wonder that people haven't collected old Clie's from Sony and EBay and
created whole computer classrooms able to do most of what a full scale lab
can do, with much more flexibility, at much less than Negroponte's 
projected

computer, with much more software capacity.

Joe Beckmann

 


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RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Don Cameron]

> Even today, in my much more limited connection to electronic 
> technology, I field email from people who are asking me questions
> such as, "Why is the web page on my screen bigger than the 
> screen? It won't all fit on there!"

Hi Steve,

I think in some respects your observation helps answer the question on
support and training. What happens in practice with communal ICT
implementations is that community develops its own support networks - just
as you help people known to you; others in community self-develop skills and
use these skills to help family and friends. Depending on the scope and
scale of implementations this can even become quite an organised initiative.

This is certainly what we see in the Telecentre movement - A few "bright
sparks" adopt the technology very easily and quickly become peers and
helpers assisting others with adoption/support issues. We don't need all
kids to be intuitive adopters, just enough to self-develop a useful support
network. 

Cheers, Don  


 

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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Joe Beckmann]

While I certainly sympathize with ipods as micro-supercomputers, much older
- and thereby much cheaper - Sony Clie's do all the same thing, including
video, sound, mp3, text, still, flash, and even internet. What they lack is
phone, but that is what distinguishes the smartphones. In the meantime, I
wonder that people haven't collected old Clie's from Sony and EBay and
created whole computer classrooms able to do most of what a full scale lab
can do, with much more flexibility, at much less than Negroponte's projected
computer, with much more software capacity.

Joe Beckmann

On 7/12/06, Stephen Snow <[EMAIL PROTECTED]> wrote:


Dave, et. al.,

I was directly involved in people learning to use and maintain a great
variety of equipment for a bunch of years, and I certainly don't doubt
that
equipment has become simpler to maintain; that's often the case. I also
saw
great frustration from people who used equipment and either didn't know
how
or didn't want to learn how (a LOT of people do not feel comfortable with
fixing ANYthing. Anything.); they just wanted to be able to DO things.

I am sympathetic to the idea of kids connecting more intuitively to the
equipment...at least SOME kids. Remember, MANY kids aren't that way! It's
a
brain development thing.

So how do *the rest of us* manage? Remember when the Mac was created,
ostensibly for "the rest of us"? Even today, in my much more limited
connection to electronic technology, I field email from people who are
asking me questions such as, "Why is the web page on my screen bigger than
the screen? It won't all fit on there!"

And this is not an uncommon level of question. My point is that we can
*pretend* all we want that people, especially "young people" (who get
everything!) will just "get it" and things will be fine. That is a setup
for
failure designed to serve the limited view of people who are designing
something they want to have out there and they don't have a solution for
this other stuff, so they merely explain it away. I don't buy it. It not
only sets up such a project for failure, but the message then is that the
PEOPLE are failures for not being able to figure it out.

As for the limitations of the ipod as a training too, I agree. Part of the
appeal of it for me is its size. It is so small and easy to lug around and
you have dongles to connect to everything else. it is the universal hard
drive that connects to other less portable media to do stuff. It's not the
holy grail, by far. I also really like the mpeg players that are built
into
wireless phones. They are a little bulkier but they offer triple
functionality: phone, ipod and internet for web and mail. and they don't
require a wired network infrastructure.

For the moment, I am wanting to see what can happen with a bunch of ipods.
they are cheap, light, small, etc. I mean, I don't even own one, but I
have
seen enough to think there is more than coolness happening. It feels a
little like early Google.

Steve Snow

- Original Message -
From: "Dave A. Chakrabarti" <[EMAIL PROTECTED]>
Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech




>> Stephen,
>
> The Ipod is definitely an intriguing tool for training (I should
> convince my boss to buy me one for, er, training purposes). I'm
> wondering how long it'll be before someone comes up with a Linux distro
> that'll run on it, or before Apple releases OSipod, adds wifi, and takes
> over the mobile computing market in one swoop.
>
> For the price, I'm actually not sure the Ipod's the best educational
> tool (though it has "cool" value in attracting users to it). A little
> more than a video Ipod will buy you a mobile tablet that will not only
> play audio and video but also connect you to the internet, handle office
> documents, email, etc. This strikes me as a more useful tool for all
> kinds of training...
>


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22 Stone Avenue
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and
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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Satish Jha]

May be I can share an experience from a village in Bihar, India, arguably a
state that has slid further behind where it was a couple decades ago
according to most indices of development..

My team sent a couple PCs to one of its districts that was most notoriously
high on criminality index.. That was 1998.. A couple of local volunteers had
come forward to spread the use of PCs in that region..

The first few months were noticeable for significant requests to help fix
problems from an UPS to keyboard, mouse, burnt mother board and what have
you.. And then the requests stopped..

The barely literate young people who studied in schools with one room for
five grades were able to gain self sufficiency in keeping their PCs
functional..

satish jha
[EMAIL PROTECTED]


On 7/12/06, Dave A. Chakrabarti <[EMAIL PROTECTED]> wrote:


"he seemed to say that they are making the computer so simple to fix
that the children can take care of the problems."

Bonnie,

That statement, if Negropointe is making it, packs an awful lot of
promise with not much substantial detail (yet). I've never seen a piece
of hardware so simple that a child in a third world nation (who is
completely digitally illiterate) could intuitively repair. A child who
has never seen a laptop before cannot intuitively use a mouse / trackpad.

No matter how simple this device becomes (and I'm not convinced it can
be all that simple), there is a question of training and support. I'm
thinking about the children I've seen in villages in India...you would
have to train a teacher to train those students how to use an Ipod, let
alone a laptop. And that's just to use it! Repair and support is a whole
new area of training and infrastructure.

Stephen,

The Ipod is definitely an intriguing tool for training (I should
convince my boss to buy me one for, er, training purposes). I'm
wondering how long it'll be before someone comes up with a Linux distro
that'll run on it, or before Apple releases OSipod, adds wifi, and takes
over the mobile computing market in one swoop.

For the price, I'm actually not sure the Ipod's the best educational
tool (though it has "cool" value in attracting users to it). A little
more than a video Ipod will buy you a mobile tablet that will not only
play audio and video but also connect you to the internet, handle office
documents, email, etc. This strikes me as a more useful tool for all
kinds of training...

Dave.

---
Dave A. Chakrabarti
Projects Coordinator
CTCNet Chicago
[EMAIL PROTECTED]
(708) 919 1026
---




[EMAIL PROTECTED] wrote:
> 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
> ___
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_
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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Stephen Snow]

Dave, et. al.,

I was directly involved in people learning to use and maintain a great 
variety of equipment for a bunch of years, and I certainly don't doubt that 
equipment has become simpler to maintain; that's often the case. I also saw 
great frustration from people who used equipment and either didn't know how 
or didn't want to learn how (a LOT of people do not feel comfortable with 
fixing ANYthing. Anything.); they just wanted to be able to DO things.


I am sympathetic to the idea of kids connecting more intuitively to the 
equipment...at least SOME kids. Remember, MANY kids aren't that way! It's a 
brain development thing.


So how do *the rest of us* manage? Remember when the Mac was created, 
ostensibly for "the rest of us"? Even today, in my much more limited 
connection to electronic technology, I field email from people who are 
asking me questions such as, "Why is the web page on my screen bigger than 
the screen? It won't all fit on there!"


And this is not an uncommon level of question. My point is that we can 
*pretend* all we want that people, especially "young people" (who get 
everything!) will just "get it" and things will be fine. That is a setup for 
failure designed to serve the limited view of people who are designing 
something they want to have out there and they don't have a solution for 
this other stuff, so they merely explain it away. I don't buy it. It not 
only sets up such a project for failure, but the message then is that the 
PEOPLE are failures for not being able to figure it out.


As for the limitations of the ipod as a training too, I agree. Part of the 
appeal of it for me is its size. It is so small and easy to lug around and 
you have dongles to connect to everything else. it is the universal hard 
drive that connects to other less portable media to do stuff. It's not the 
holy grail, by far. I also really like the mpeg players that are built into 
wireless phones. They are a little bulkier but they offer triple 
functionality: phone, ipod and internet for web and mail. and they don't 
require a wired network infrastructure.


For the moment, I am wanting to see what can happen with a bunch of ipods. 
they are cheap, light, small, etc. I mean, I don't even own one, but I have 
seen enough to think there is more than coolness happening. It feels a 
little like early Google.


Steve Snow

- Original Message - 
From: "Dave A. Chakrabarti" <[EMAIL PROTECTED]>

Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech





Stephen,


The Ipod is definitely an intriguing tool for training (I should
convince my boss to buy me one for, er, training purposes). I'm
wondering how long it'll be before someone comes up with a Linux distro
that'll run on it, or before Apple releases OSipod, adds wifi, and takes
over the mobile computing market in one swoop.

For the price, I'm actually not sure the Ipod's the best educational
tool (though it has "cool" value in attracting users to it). A little
more than a video Ipod will buy you a mobile tablet that will not only
play audio and video but also connect you to the internet, handle office
documents, email, etc. This strikes me as a more useful tool for all
kinds of training...

 


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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Daniel O. Escasa]

Sabi ni Dave noong Wed, 12 Jul 2006 07:55:22 -0500:
> The Ipod is definitely an intriguing tool for training (I should
> convince my boss to buy me one for, er, training purposes). I'm
> wondering how long it'll be before someone comes up with a Linux distro

http://www.ipodlinux.org/
-- 
Daniel O. Escasa
[EMAIL PROTECTED]
contributor, Free Software Magazine (http://www.freesoftwaremagazine.com)
personal blog at http://descasa.i.ph

-- 
http://www.fastmail.fm - The professional email service

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RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Don Cameron]

> Training is the linchpin that holds everything together. Without 
> it, as well as intense, ongoing support, this is a pipedream 
> inside a shibboleth inside a folly.

Hi Steve, all,

Appropriate training offers enormous opportunity, yet I wonder if we might
not also acknowledge the value of self-development and ability of modern
software to nurture the development of skills and understanding.

I managed a Telecentre for several years. We conducted computer training and
this was very successful - but it was also not uncommon for computing
novice's to simply walk in, sit at a machine, and "learn to drive" in the
same way a child on any farm learns to ride a motor bike; trial and error. I
was often amazed at just how quickly some people would develop literacy with
no help whatsoever other than the machine in front of them.

Sharing the reservations of a lot of people about Negroponte's proposal,
nonetheless I don't see a lack of training as a total inhibitor to success.
People can develop without structured training.  

Cheers, Don
  

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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Steve Cavrak]

On Jul 10, 2006, at 8:28 PM, Stephen Snow wrote:

Training is the linchpin that holds everything together. Without it,
as well as intense, ongoing support, this is a pipedream inside a shibboleth
inside a folly.


eSchool news for today points to Bob Sipchen's column in the Los Angeles
Times (July 10, 2006. Is the Way to Student's Minds Through their Laptops?,
http://www.latimes.com/news/columnists/la-me-schoolme10jul10,1,5107496.column)
suggesting that maybe the traditional "training model"  is about to be
turned on it's head.  The column is well worth reading ... as is the
"schoolme" blog it leads to
(http://latimesblogs.latimes.com/schoolme/2006/07/the_philippines.html)

Steve


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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Dave A. Chakrabarti]

"he seemed to say that they are making the computer so simple to fix
that the children can take care of the problems."

Bonnie,

That statement, if Negropointe is making it, packs an awful lot of
promise with not much substantial detail (yet). I've never seen a piece
of hardware so simple that a child in a third world nation (who is
completely digitally illiterate) could intuitively repair. A child who
has never seen a laptop before cannot intuitively use a mouse / trackpad.

No matter how simple this device becomes (and I'm not convinced it can
be all that simple), there is a question of training and support. I'm
thinking about the children I've seen in villages in India...you would
have to train a teacher to train those students how to use an Ipod, let
alone a laptop. And that's just to use it! Repair and support is a whole
new area of training and infrastructure.

Stephen,

The Ipod is definitely an intriguing tool for training (I should
convince my boss to buy me one for, er, training purposes). I'm
wondering how long it'll be before someone comes up with a Linux distro
that'll run on it, or before Apple releases OSipod, adds wifi, and takes
over the mobile computing market in one swoop.

For the price, I'm actually not sure the Ipod's the best educational
tool (though it has "cool" value in attracting users to it). A little
more than a video Ipod will buy you a mobile tablet that will not only
play audio and video but also connect you to the internet, handle office
documents, email, etc. This strikes me as a more useful tool for all
kinds of training...

  Dave.

---
Dave A. Chakrabarti
Projects Coordinator
CTCNet Chicago
[EMAIL PROTECTED]
(708) 919 1026
---




[EMAIL PROTECTED] wrote:
> 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
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> 
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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[BBracey]

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
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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[BBracey]

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
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Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Stephen Snow]

Actually, Dave, et. al.,

Training is the linchpin that holds everything together. Without it, as well 
as intense, ongoing support, this

is a pipedream inside a shibboleth inside a folly.

More interesting to me, actually, is uses for ipods in developing nations. 
They aren't so interactive, perhaps (well,
the new video phone-players are), but they offer a level of portability, 
ease of use and lack of maintenance that
laptops don't. I am thinking here of the value of a website containing 
training videos (etc.) [in my field, therapy,
these would be to train paraprofessionals in therapeutic skills] that could 
be downloaded at an NGO or a cafe
-- anyplace with an internet connection, and then taken and plugged into a 
TV where the training could be done.


Am i nuts or is this just very sweet?

Apple probably would be good for 10-20,000 ipods for a pilot in Sri Lanka or 
somewhere else.


Steve Snow

- Original Message - 
From: "Dave A. Chakrabarti" <[EMAIL PROTECTED]>
To: "The Digital Divide Network discussion group" 
<[EMAIL PROTECTED]>

Sent: Sunday, July 09, 2006 4:05 PM
Subject: Re: [DDN] Nicholas Negroponte- ISTE NECC Speech





Or does he mean they'll maintain their own software?

I don't think that training is everything; those laptops could be an
incredible tool for systemic social change. But they're only one step.
Negropointe talks about not focusing on the laptops but on using them as
tools to teach learning, instead of tools to teach something.
Pedagogically, this sounds great...but then he contradicts himself by
focusing entirely on the laptop itself, instead of on the teaching.
Who's managing this $100 file server? Who's training the teachers who
are (supposedly) training these students to maintain their own laptops?
These questions are still unanswered. I think the cost per laptop may be
cut down to $100 if you (irresponsibly) leave out training, service and
support in addition to your marketing costs...and I'm far from convinced
that Negropointe's not "marketing" this.

 Dave.

---
Dave A. Chakrabarti
Projects Coordinator
CTCNet Chicago
[EMAIL PROTECTED]
(708) 919 1026
---




[EMAIL PROTECTED] wrote:
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 profi

Re: [DDN] Nicholas Negroponte- ISTE NECC Speech

[Dave A. Chakrabarti]

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".

How?

Who is going to train a child to maintain a laptop? Is Negropointe
funding the training? I'd *love* to see children able to maintain their
own laptops, but the truth of the matter is, very few techies in the US
ever meddle with laptop hardware. Website developers, community
technologists, people who can build a desktop machine from the ground
up...all of them give up and get warranty service on their laptops. Why?
Because everything is proprietary, the machines are delicate, and
soldiering the power connector back on to your laptop's main board is
somewhat more daunting than popping a PCI card into your desktop.

Or does he mean they'll maintain their own software?

I don't think that training is everything; those laptops could be an
incredible tool for systemic social change. But they're only one step.
Negropointe talks about not focusing on the laptops but on using them as
tools to teach learning, instead of tools to teach something.
Pedagogically, this sounds great...but then he contradicts himself by
focusing entirely on the laptop itself, instead of on the teaching.
Who's managing this $100 file server? Who's training the teachers who
are (supposedly) training these students to maintain their own laptops?
These questions are still unanswered. I think the cost per laptop may be
cut down to $100 if you (irresponsibly) leave out training, service and
support in addition to your marketing costs...and I'm far from convinced
that Negropointe's not "marketing" this.

  Dave.

---
Dave A. Chakrabarti
Projects Coordinator
CTCNet Chicago
[EMAIL PROTECTED]
(708) 919 1026
---




[EMAIL PROTECTED] wrote:
> 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

RE: [DDN] Nicholas Negroponte- ISTE NECC Speech

[ppaulson]

ion taken is an important feature of this
hands-on Buddy System of learning. Computertalk is a new language for many
students. Learning this foreign language happens as they read a new word in
the course outline, hear the new word spoken by the Reader, and say the new
word aloud while describing what they are doing with the mouse and the
keyboard.   

*During this exercise, the READER provides positive feedback each
time their co-learner accomplishes one of the many step-by-step tasks of the
mini-module. Gini moves around the classroom to observe student progress and
give help when needed.

In Phase 4, after the co-learners have completed the mini-module one time,
they change roles (Reader becomes the Doer, Doer becomes the Reader) and
they repeat the same mini-module.

*When all students have completed the mini-module twice, the
instructor resumes control of all monitors and begins Phase 1 of the  next
mini-module.

This READER/DOER buddy system  of Phase 3 and Phase 4 is a feature used to
culminate each of the mini-modules. The classroom gets a bit noisy at this
time, but real learning is taking place. As a DOER, each student
demonstrates to themselves and to their co-learner that they can do each
task of the mini-module. Furthermore, for each completed task, the DOER gets
positive feedback from the READER.

The most important and longest-lasting impact of this buddy system occurs in
the READER. When a co-learner performs in the role of READER, they are
helping their partner learn. Knowing that their partner can now do something
that they couldn't do before this session, makes the READER feel useful. As
the READER, the co-learner acts as a coach, a tutor, and a teacher.  Teacher
Gini Pedersen has recognized the importance of this role by posting this
quotation at the front of the classroom:   
. . . 
We learn
..10 percent of what we read,
..20 percent of what we hear,
..30 percent of what we see,
..50 percent of what we both see and hear,
..70 percent of what is discussed with others,
..80 percent of what we experience personally, and
..95 percent of what we TEACH to someone else. 
   
William Glasser.
. . .
Gini Pedersen is great as a speaker and as a teacher, but she also
encourages student participation in the learning/teaching process. 

She believes that some students sometimes learn better from a learning
person than from a learned person.

I encourage you and other leaders of the educational community to take some
time to observe Gini Pedersen in action. 

Her methods of instruction are almost magical. 

Please recognize her service and help share her magic with other educators.

Thank you.

Paul Paulson [EMAIL PROTECTED] (858) 673-4269
18022 Cotorro Road
San Diego, CA 92128
Member of SeniorNet, Seniors Computer Group, and Rancho Bernardo Community
Computer Club






-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]
Sent: Friday, July 07, 2006 8:15 PM
To: [EMAIL PROTECTED]
Subject: [DDN] Nicholas Negroponte- ISTE NECC Speech


I am listening to  Nicholas Negroponte, telling his story about the computer

that will change the world.
. . .
More peer to peer teaching has to happen, and the children have to help with

the learning.
. . .

___
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[DDN] Nicholas Negroponte- ISTE NECC Speech

[BBracey]

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 connectio