Presentation by Michael Hutak, OLPC Oceania Director, at the South Pacific ICT Expo, University of the South Pacific, Suva, Fiji, July 21, 2011 on the occasion of a signed MOU between OLPC and USP
See: http://bit.ly/rrMeLn
Talk by Michael Hutak, Australian Institute for International Affairs, Sydney, 29 March 2011
From the perspectives of humanitarian aid, human development and human rights, contributing to global efforts to bridge the digital divide should be an urgent and central priority of Australia’s aid program.
http://bit.ly/1yNeUyr
This document summarizes key points about the One Laptop per Child (OLPC) Foundation's efforts to provide low-cost laptops to children in developing countries and bridge the digital divide. It discusses:
1) OLPC's work deploying over 2.4 million laptops to children in 40 countries to provide constructionist learning opportunities.
2) Plans for the "One Laptop per Pacific Child" initiative to provide 700,000 laptops across 22 Pacific island nations to help achieve education goals.
3) Lessons learned from pilot programs indicating OLPC can help countries make progress on education access, quality and equity when implemented effectively.
This document provides background information on the One Laptop per Child (OLPC) project in Vanuatu. It discusses the benefits of investing in education and ICT for development. It outlines OLPC's mission to provide educational opportunities to the world's poorest children using low-cost laptops. The document summarizes pilot projects in various countries that showed improvements in learning outcomes. It proposes a model for sustainable OLPC deployment in Vanuatu through community involvement and national coordination. Key questions are raised about evaluating whether OLPC is effective for children, teachers, families and the country of Vanuatu.
The document discusses the digital divide, which refers to unequal access to and use of digital technologies between different groups. It notes that divides exist between high and low-income countries, as well as between different demographic groups within countries along lines of gender, age, education level, and more. While digital technologies can help overcome exclusion, existing social inequalities are often deepened in the digital environment. Closing the digital divide requires awareness, strong policies supporting access and skills development, and international collaboration between public, private, and nonprofit sectors.
The document discusses the digital divide, which refers to unequal access to and use of digital technologies between different groups. It notes that there are gaps between those who have access to technologies and the information they provide ("digital haves") and those who do not ("digital not haves"). These gaps exist along dimensions like nations, generations, gender, education level, income level, and more. The document also discusses how the digital divide impacts education, with divides in access to technologies and resources, how technologies are used, and the development of digital skills among students and teachers. It emphasizes the need for policies, education, collaboration, and other efforts to address these divides.
Mobile technology has grown rapidly in the Middle East and North Africa region, but divides still exist. While smartphone penetration is high in places like the UAE and Qatar, many cannot afford broadband services. There are also differences in access to advanced technologies between regions. Going forward, priorities include closing digital divides, planning for new divides as newer technologies emerge, developing demand-led services, increasing Arabic digital content, and addressing privacy concerns. Reasons for optimism include the region's youth population, successful case studies of mobile services, new collaborations and infrastructure projects, and audiences finding their own solutions within existing technologies.
Presentation by Michael Hutak, OLPC Oceania Director, at the South Pacific ICT Expo, University of the South Pacific, Suva, Fiji, July 21, 2011 on the occasion of a signed MOU between OLPC and USP
See: http://bit.ly/rrMeLn
Talk by Michael Hutak, Australian Institute for International Affairs, Sydney, 29 March 2011
From the perspectives of humanitarian aid, human development and human rights, contributing to global efforts to bridge the digital divide should be an urgent and central priority of Australia’s aid program.
http://bit.ly/1yNeUyr
This document summarizes key points about the One Laptop per Child (OLPC) Foundation's efforts to provide low-cost laptops to children in developing countries and bridge the digital divide. It discusses:
1) OLPC's work deploying over 2.4 million laptops to children in 40 countries to provide constructionist learning opportunities.
2) Plans for the "One Laptop per Pacific Child" initiative to provide 700,000 laptops across 22 Pacific island nations to help achieve education goals.
3) Lessons learned from pilot programs indicating OLPC can help countries make progress on education access, quality and equity when implemented effectively.
This document provides background information on the One Laptop per Child (OLPC) project in Vanuatu. It discusses the benefits of investing in education and ICT for development. It outlines OLPC's mission to provide educational opportunities to the world's poorest children using low-cost laptops. The document summarizes pilot projects in various countries that showed improvements in learning outcomes. It proposes a model for sustainable OLPC deployment in Vanuatu through community involvement and national coordination. Key questions are raised about evaluating whether OLPC is effective for children, teachers, families and the country of Vanuatu.
The document discusses the digital divide, which refers to unequal access to and use of digital technologies between different groups. It notes that divides exist between high and low-income countries, as well as between different demographic groups within countries along lines of gender, age, education level, and more. While digital technologies can help overcome exclusion, existing social inequalities are often deepened in the digital environment. Closing the digital divide requires awareness, strong policies supporting access and skills development, and international collaboration between public, private, and nonprofit sectors.
The document discusses the digital divide, which refers to unequal access to and use of digital technologies between different groups. It notes that there are gaps between those who have access to technologies and the information they provide ("digital haves") and those who do not ("digital not haves"). These gaps exist along dimensions like nations, generations, gender, education level, income level, and more. The document also discusses how the digital divide impacts education, with divides in access to technologies and resources, how technologies are used, and the development of digital skills among students and teachers. It emphasizes the need for policies, education, collaboration, and other efforts to address these divides.
Mobile technology has grown rapidly in the Middle East and North Africa region, but divides still exist. While smartphone penetration is high in places like the UAE and Qatar, many cannot afford broadband services. There are also differences in access to advanced technologies between regions. Going forward, priorities include closing digital divides, planning for new divides as newer technologies emerge, developing demand-led services, increasing Arabic digital content, and addressing privacy concerns. Reasons for optimism include the region's youth population, successful case studies of mobile services, new collaborations and infrastructure projects, and audiences finding their own solutions within existing technologies.
Discoverability and Digital ColonialismFiroze Manji
The whole continent of Africa contains only about 2.6% of the world’s geo-tagged Wikipedia articles despite having 14% of the world’s population and 20% of the world’s land.
Africa has more than 800 languages spoken amongst its various ethnic groups. However, the Internet is an ‘English’ based medium which affects the usability and content creation thereon. A vast majority of programs, applications and services continue to be provided in English thereby denying access to large swathes of the population and exacerbating the digital divide.
Africa has more countries than any other continent, but only 10 of the ccTLDs have functional registries within the African countries they belong to.
Nigeria imports 90% of all software used in the country. The local production of software is reduced to add-ons or extensions creation for mainstream packaged software.
Only around 10% of applications for the registration of intellectual property (IP) rights in Africa are made by African citizens or residents.
Education for All mLearning presentation, Open Innovation Africa SummitSteve Vosloo
This document discusses challenges and opportunities for achieving Education for All (EFA) goals in Africa through mobile learning or mLearning. It notes that while Africa has experienced rapid growth in mobile access, educational quality, access, and outcomes still lag global standards. Barriers include large numbers of out-of-school children, high youth unemployment, low adult literacy, poor teacher quality and shortages. However, mobile technology could help address these issues through low-cost access to educational content, tutoring, and administrative functions to support learners. More work is still needed to realize mLearning's potential, including supportive policies, integration with existing education systems, and addressing real problems faced by learners.
Slides for a conference on "Ubiquity, Mobility, Globality: Charting Directions in Mobile Phone Studies" hosted by the Center for Global Communication Studies, at the Annenberg School for Communication, University of Pennsylvania.
See: https://www.asc.upenn.edu/news-events/events/ubiquity-mobility-globality-charting-directions-mobile-phone-studies
I participated in a Panel on: "Mobile and its Effects on Global Markets" - http://www.global.asc.upenn.edu/app/uploads/2014/10/ubiquity-mobility-globality-agenda2.pdf
Breaking Barriers to a Read/Write Web that Empowers Allguesta7faee
Steve Bratt's keynote (26 April 2010) at W4A Conference, Raleigh,North Carolina, USA (7th International Cross-Disciplinary Conference on Web Accessibility).
See also: http://public.webfoundation.org/2010/04/20100426_W4A_bratt.pdf
The document discusses the rise of mobile learning (m-learning) through mobile phones. It provides statistics showing that over 4 billion people own mobile phones globally, compared to only 1.3 billion with fixed telephone lines. Mobile phone ownership has grown rapidly especially in developing regions. The document then discusses how mobile phones are increasingly used for data applications and internet access. It argues that mobile phones can help expand access to learning materials since they are widely available even where other technologies are not. Examples from both developed and developing countries show how mobile phones are beginning to be used for educational purposes by building on existing non-educational practices.
This document discusses Roger Harris' work promoting rural information and communication technologies (ICTs) for poverty reduction in Asia since 1997. It provides an overview of Harris' projects in multiple Asian countries working with major aid agencies. The document then discusses key topics like poverty, the digital divide, examples of ICT implementations for development, issues around ICT strategies and sustainability, and Harris' approach to teaching and researching ICT4D.
The document discusses the social and economic implications of mobile phone use in Rwanda. It describes how the digital divide in Rwanda has led to innovative uses of mobile phones, such as "beeping" which allows people to feel connected through different types of missed calls and call-backs. The document also notes that while smartphone ownership is increasing, smartphones are not fully exploited in Rwanda due to a lack of location-based services and app development.
This project addresses African Migration through the use of ICT. The learners make researches enquiring some information from the officials and the public. To make the Africans aware of the danger they are into, learners made a movie which they later uploaded into “youtube”,they also used hot potato’s JQuiz(see Slide4) to find their knowledge about migration in Africa, for the local community, they used a photo story and photo collage (see Slide 5)on their messages printed on the newsletters to make everyone around aware of what's happening. Find other great lessons like this one on the Partners in Learning Network (Africa): http://africa.partnersinlearningnetwork.com
This presentation sets the development context for libraries in South Africa and poses the question regarding the role of librarians in locating libraries as spaces for development and unity.
The document provides an overview of e-marketing and how it has changed traditional marketing approaches. It discusses how the internet has revolutionized global marketing by allowing companies to reach vast international audiences at low costs. E-marketing tools like social media, blogs, email marketing and pay-per-click ads are transforming how companies promote and sell products globally. However, cybercrime poses challenges to e-marketing by reducing customer trust in online transactions. The document also examines Barack Obama's successful use of e-marketing in his 2008 presidential campaign.
This project report summarizes the development of a website for West African World. It provides background on West Africa and the Economic Community of West African States. It outlines the software and hardware requirements, including programming languages, frameworks, and operating systems. It also describes the user experience research, wireframing, style tiles, and UI design process. The final website provides information on countries in West Africa like Benin and Burkina Faso.
Bosnia and Herzegovina is launching an initiative supported by the UN to get more girls and women into IT careers by teaching coding. The initiative is called "Code away!" and is led by Smári McCarthy of itgirls.ba, which aims to encourage girls and women to pursue careers in technology by showing that IT is not just for men.
Generation and dissemination_of_local_content_usinAliAqsamAbbasi
This document summarizes a research article that discusses the generation and dissemination of local content in Nigeria using information and communication technologies (ICTs) to promote sustainable development. The researchers captured cultural heritage and indigenous knowledge from local communities in southeastern Nigeria through interviews and observations. They documented practices like pottery making in Igbo-Ukwu and traditional bone setting techniques. The goal was to preserve local content through ICTs like digitization in order to disseminate Nigerian culture and support national development.
Dotafrica Presentation A I T E C 2010 Launch Of The Dotafrica Campaign ...Samuel Ochanji
The document discusses the launch of the .africa East Africa campaign by DotConnectAfrica. It provides an overview of DotConnectAfrica's mission to establish and operate the .africa top-level domain, which would serve the Pan-African internet community. It outlines DotConnectAfrica's organizational structure, governance principles, achievements and challenges to date. It invites participants to get involved in supporting the initiative.
Mobile learning for healthcare training: breaking boundaries?Breaking Boundaries
This document discusses using mobile technologies to break down boundaries to learning and healthcare access in Africa. It notes that Africa has a large and growing mobile market, and inexpensive smartphones are being developed. Mobile apps can help community health volunteers in Kenya track childhood developmental milestones and make referrals. A pilot program used an app to provide structured support and supervision to volunteers, improving healthcare quality. The document argues that technologies can address information inequality and empower people by providing learning opportunities, with the goal of avoiding increased structural inequality.
Youth Empowerment Through Arts and Media, YETAMPlan Finland
In YETAM project African youth are trained to use digital technology, social media and arts to voice their opinions. Youth can thus tell about matters close to them and try to create sustainable changes in the society as well as create awareness e.g. on gender inequality.
Presentation on "One billion people,54 countries,one domain name" at the East...DotAfrica Initiative
This document provides an overview of the .africa domain and the vision of DotConnectAfrica, the organization sponsoring it. In 10 points, it covers: the state of Internet use in Africa; the vision for a .africa domain; the need for an Africa-specific domain; how .africa could strengthen country-code top-level domains; an introduction to DotConnectAfrica; its organizational structure and governance; achievements and challenges to date; how to get involved; and next steps.
This document discusses African literacy and languages in the context of globalization and education. It presents perspectives on whether education systems should teach students multiple languages and whether the author would educate their own children in more than one language. It also addresses competing notions of whether education priorities should be global or local. Several thinkers are cited discussing the politics of literacy and whose interests are served by different approaches to education, language, and literacy. Case studies focus on these issues in South Africa, including the country's linguistic diversity and challenges balancing multiple languages in its education system.
The Founding Of The Kkk (Kataas Taasan Kagalang GalanagangRey Belen
The document summarizes the founding of the Kataas-taasan Kagalang-galangang Katipunan ng mga Anak ng Bayan (KKK), a secret organization established on July 7, 1892 in Tondo, Manila by Andres Bonifacio along with others to unite Filipinos in fighting for Philippine independence. It describes the aims of the KKK, some of its notable members like Andres Bonifacio, Emilio Jacinto, and Apolinario Mabini, as well as its governing structure and types of membership with passwords.
Hi! I presented it as my report at school so I do not include all the details here. Hope it can be useful to you. Just message me or leave a comment for more power point presentation about Jose Rizal and History.
Discoverability and Digital ColonialismFiroze Manji
The whole continent of Africa contains only about 2.6% of the world’s geo-tagged Wikipedia articles despite having 14% of the world’s population and 20% of the world’s land.
Africa has more than 800 languages spoken amongst its various ethnic groups. However, the Internet is an ‘English’ based medium which affects the usability and content creation thereon. A vast majority of programs, applications and services continue to be provided in English thereby denying access to large swathes of the population and exacerbating the digital divide.
Africa has more countries than any other continent, but only 10 of the ccTLDs have functional registries within the African countries they belong to.
Nigeria imports 90% of all software used in the country. The local production of software is reduced to add-ons or extensions creation for mainstream packaged software.
Only around 10% of applications for the registration of intellectual property (IP) rights in Africa are made by African citizens or residents.
Education for All mLearning presentation, Open Innovation Africa SummitSteve Vosloo
This document discusses challenges and opportunities for achieving Education for All (EFA) goals in Africa through mobile learning or mLearning. It notes that while Africa has experienced rapid growth in mobile access, educational quality, access, and outcomes still lag global standards. Barriers include large numbers of out-of-school children, high youth unemployment, low adult literacy, poor teacher quality and shortages. However, mobile technology could help address these issues through low-cost access to educational content, tutoring, and administrative functions to support learners. More work is still needed to realize mLearning's potential, including supportive policies, integration with existing education systems, and addressing real problems faced by learners.
Slides for a conference on "Ubiquity, Mobility, Globality: Charting Directions in Mobile Phone Studies" hosted by the Center for Global Communication Studies, at the Annenberg School for Communication, University of Pennsylvania.
See: https://www.asc.upenn.edu/news-events/events/ubiquity-mobility-globality-charting-directions-mobile-phone-studies
I participated in a Panel on: "Mobile and its Effects on Global Markets" - http://www.global.asc.upenn.edu/app/uploads/2014/10/ubiquity-mobility-globality-agenda2.pdf
Breaking Barriers to a Read/Write Web that Empowers Allguesta7faee
Steve Bratt's keynote (26 April 2010) at W4A Conference, Raleigh,North Carolina, USA (7th International Cross-Disciplinary Conference on Web Accessibility).
See also: http://public.webfoundation.org/2010/04/20100426_W4A_bratt.pdf
The document discusses the rise of mobile learning (m-learning) through mobile phones. It provides statistics showing that over 4 billion people own mobile phones globally, compared to only 1.3 billion with fixed telephone lines. Mobile phone ownership has grown rapidly especially in developing regions. The document then discusses how mobile phones are increasingly used for data applications and internet access. It argues that mobile phones can help expand access to learning materials since they are widely available even where other technologies are not. Examples from both developed and developing countries show how mobile phones are beginning to be used for educational purposes by building on existing non-educational practices.
This document discusses Roger Harris' work promoting rural information and communication technologies (ICTs) for poverty reduction in Asia since 1997. It provides an overview of Harris' projects in multiple Asian countries working with major aid agencies. The document then discusses key topics like poverty, the digital divide, examples of ICT implementations for development, issues around ICT strategies and sustainability, and Harris' approach to teaching and researching ICT4D.
The document discusses the social and economic implications of mobile phone use in Rwanda. It describes how the digital divide in Rwanda has led to innovative uses of mobile phones, such as "beeping" which allows people to feel connected through different types of missed calls and call-backs. The document also notes that while smartphone ownership is increasing, smartphones are not fully exploited in Rwanda due to a lack of location-based services and app development.
This project addresses African Migration through the use of ICT. The learners make researches enquiring some information from the officials and the public. To make the Africans aware of the danger they are into, learners made a movie which they later uploaded into “youtube”,they also used hot potato’s JQuiz(see Slide4) to find their knowledge about migration in Africa, for the local community, they used a photo story and photo collage (see Slide 5)on their messages printed on the newsletters to make everyone around aware of what's happening. Find other great lessons like this one on the Partners in Learning Network (Africa): http://africa.partnersinlearningnetwork.com
This presentation sets the development context for libraries in South Africa and poses the question regarding the role of librarians in locating libraries as spaces for development and unity.
The document provides an overview of e-marketing and how it has changed traditional marketing approaches. It discusses how the internet has revolutionized global marketing by allowing companies to reach vast international audiences at low costs. E-marketing tools like social media, blogs, email marketing and pay-per-click ads are transforming how companies promote and sell products globally. However, cybercrime poses challenges to e-marketing by reducing customer trust in online transactions. The document also examines Barack Obama's successful use of e-marketing in his 2008 presidential campaign.
This project report summarizes the development of a website for West African World. It provides background on West Africa and the Economic Community of West African States. It outlines the software and hardware requirements, including programming languages, frameworks, and operating systems. It also describes the user experience research, wireframing, style tiles, and UI design process. The final website provides information on countries in West Africa like Benin and Burkina Faso.
Bosnia and Herzegovina is launching an initiative supported by the UN to get more girls and women into IT careers by teaching coding. The initiative is called "Code away!" and is led by Smári McCarthy of itgirls.ba, which aims to encourage girls and women to pursue careers in technology by showing that IT is not just for men.
Generation and dissemination_of_local_content_usinAliAqsamAbbasi
This document summarizes a research article that discusses the generation and dissemination of local content in Nigeria using information and communication technologies (ICTs) to promote sustainable development. The researchers captured cultural heritage and indigenous knowledge from local communities in southeastern Nigeria through interviews and observations. They documented practices like pottery making in Igbo-Ukwu and traditional bone setting techniques. The goal was to preserve local content through ICTs like digitization in order to disseminate Nigerian culture and support national development.
Dotafrica Presentation A I T E C 2010 Launch Of The Dotafrica Campaign ...Samuel Ochanji
The document discusses the launch of the .africa East Africa campaign by DotConnectAfrica. It provides an overview of DotConnectAfrica's mission to establish and operate the .africa top-level domain, which would serve the Pan-African internet community. It outlines DotConnectAfrica's organizational structure, governance principles, achievements and challenges to date. It invites participants to get involved in supporting the initiative.
Mobile learning for healthcare training: breaking boundaries?Breaking Boundaries
This document discusses using mobile technologies to break down boundaries to learning and healthcare access in Africa. It notes that Africa has a large and growing mobile market, and inexpensive smartphones are being developed. Mobile apps can help community health volunteers in Kenya track childhood developmental milestones and make referrals. A pilot program used an app to provide structured support and supervision to volunteers, improving healthcare quality. The document argues that technologies can address information inequality and empower people by providing learning opportunities, with the goal of avoiding increased structural inequality.
Youth Empowerment Through Arts and Media, YETAMPlan Finland
In YETAM project African youth are trained to use digital technology, social media and arts to voice their opinions. Youth can thus tell about matters close to them and try to create sustainable changes in the society as well as create awareness e.g. on gender inequality.
Presentation on "One billion people,54 countries,one domain name" at the East...DotAfrica Initiative
This document provides an overview of the .africa domain and the vision of DotConnectAfrica, the organization sponsoring it. In 10 points, it covers: the state of Internet use in Africa; the vision for a .africa domain; the need for an Africa-specific domain; how .africa could strengthen country-code top-level domains; an introduction to DotConnectAfrica; its organizational structure and governance; achievements and challenges to date; how to get involved; and next steps.
This document discusses African literacy and languages in the context of globalization and education. It presents perspectives on whether education systems should teach students multiple languages and whether the author would educate their own children in more than one language. It also addresses competing notions of whether education priorities should be global or local. Several thinkers are cited discussing the politics of literacy and whose interests are served by different approaches to education, language, and literacy. Case studies focus on these issues in South Africa, including the country's linguistic diversity and challenges balancing multiple languages in its education system.
The Founding Of The Kkk (Kataas Taasan Kagalang GalanagangRey Belen
The document summarizes the founding of the Kataas-taasan Kagalang-galangang Katipunan ng mga Anak ng Bayan (KKK), a secret organization established on July 7, 1892 in Tondo, Manila by Andres Bonifacio along with others to unite Filipinos in fighting for Philippine independence. It describes the aims of the KKK, some of its notable members like Andres Bonifacio, Emilio Jacinto, and Apolinario Mabini, as well as its governing structure and types of membership with passwords.
Hi! I presented it as my report at school so I do not include all the details here. Hope it can be useful to you. Just message me or leave a comment for more power point presentation about Jose Rizal and History.
- Andres Bonifacio founded the secret revolutionary society called the Katipunan in 1892 with the goal of gaining independence from Spain through armed revolution.
- The Katipunan grew rapidly using a triangle recruitment system and monthly member dues. It established a governing structure from the Supreme Council down to local councils.
- When the Katipunan was discovered by Spanish authorities in 1896, Bonifacio called members to an meeting where he urged them to tear up their identity papers and launch a revolution, marking the beginning of the Philippine Revolution.
The document summarizes the founding and history of the Katipunan, a secret organization established by Andres Bonifacio on July 7, 1892 that aimed to gain independence from Spain through armed revolt. It details Bonifacio's founding of the organization, its aims and symbols. It also describes the factions that emerged between Bonifacio and Emilio Aguinaldo and the events at the Tejeros Convention that led to Bonifacio's arrest and execution in 1897, effectively ending the Katipunan.
The document summarizes the Propaganda Movement and the Katipunan in the Philippines in the 19th century. It describes how Filipino patriots like Jose Rizal campaigned for reforms but failed, leading Bonifacio to found the Katipunan secret society to gain independence through revolution. The Katipunan grew to over 20,000 members and established a government led by Bonifacio, but was discovered in 1896 due to fears of one member revealing secrets, though many members escaped. The document outlines the key events and organizations in the Philippine independence movement during the Spanish colonial period.
The document discusses literacy rates in India, Canada, and globally. It provides statistics on literacy rates in different regions and over time. Some key points include:
- In India in 2004, literacy rates were 6.9% in North America (42 million), 2.2% in Europe (13 million), and 2% in Asia (11.81 million).
- Rajasthan, India has seen increases in overall and female literacy rates from 1991 to 2001, though illiteracy remains high especially in rural areas.
- Factors contributing to low literacy in India include poor infrastructure, teacher shortages, and inadequate education spending.
- In Canada, 58% of adults aged 16-65 have basic reading skills
Libraries and other cultural institutions play an important role in national development by providing access to knowledge and information. Networks of libraries can help bridge social, knowledge, and digital divides by ensuring universal access to information. UNESCO supports the development of knowledge societies through principles like freedom of expression, universal access to information, cultural and linguistic diversity, and quality education for all.
The document discusses several key challenges facing Africa's development:
1. Low economic growth as GDP growth rates are below what is needed to significantly reduce poverty and achieve Millennium Development Goals. Regional integration is also limited.
2. High debt levels pose a significant challenge, with sub-Saharan Africa's total debt exceeding that of other regions in 2003.
3. Weak governance, including corruption, lack of democracy, and inefficient public institutions, has created an inappropriate environment for private sector and civil society involvement.
This document provides background information and outlines a proposed study on developing digital libraries to provide access to cultural heritage materials for non-literate people in Morocco. It begins with an overview of the author's experience in Morocco and rationale for the study. It then reviews relevant literature on concepts of literacy, culture, cultural heritage and digital libraries. The document proposes research questions about how cultural usability and library and information science theories can inform the design of such a digital library system and interface. It concludes with an outline of the proposed ethnographic methodology for the study.
This document discusses the challenges of conducting market research in Africa. It identifies key barriers such as poor infrastructure like transportation and ICT; cultural barriers including language and customs; bureaucratic government permitting processes; security issues in unstable areas; the large informal economy; and limited financial and technical resources. Recommendations are made to address these issues to improve data collection for business opportunities.
Etec 521 66 a final project linda (thu) phamphamlinda
The document discusses both the challenges and opportunities that technology presents for Aboriginal youth. Some of the key challenges include disadvantages of technology use, dealing with negative stereotypes, issues with cultural identity, and shortcomings in education for Indigenous students. However, technology also provides opportunities such as using digital media to revive cultural practices, expressing identity, countering oppression, educating broader audiences, and developing skills. Overall, Aboriginal youth face the task of engaging with technology in a way that respects and preserves their cultural heritage.
Cyberspace & The Digital Divide is a document that discusses several key topics related to digital technology access and usage. It defines cyberspace, cyberculture, and the digital divide. The digital divide refers to inequalities in access to digital technologies like computers and the internet between those who have access and those who do not, or between users and non-users. Key factors that influence the digital divide are income, cost of internet access, education, gender, age, and language. Examples are provided of countries working to address the divide, such as initiatives to expand internet access in Africa. The question is raised of whether universal internet access could help create a more equal world.
This document discusses youth usage of information and communication technologies (ICT) such as mobile phones and the internet. It provides statistics on global ICT access and usage, and explores both the opportunities and challenges of ICT for youth development. The document also outlines a research study examining how ICT shapes identity formation and social relationships for youth in a Delhi resettlement colony. Key findings include very high mobile phone ownership among youth, the importance of ICT for socializing and entertainment, and differences in online versus offline behaviors. The document argues that ICT can empower youth but may also influence behaviors like increased pornography viewing. Overall, it analyzes the role of ICT in youth lives and communities.
This document outlines a proposed framework for creating a cultural heritage digital library in Morocco to provide access to non-textual information for non-literate people. The author conducted a literature review on digital libraries in developing countries and on the culture of Morocco. An ethnographic study was also performed including informal observation, conversations, and content analysis. The findings from this research could inform the creation of a cooperative digital library between the US and Morocco called CAMEL, which would provide audio-visual cultural heritage documents in a way that is accessible to non-literate users based on the cultural context.
The document discusses several key issues related to digital divides:
1) The digital divide is multidimensional and encompasses economic, geographic, language and gender factors that contribute to social and economic exclusion.
2) Closing the digital divide alone will not close the knowledge divide, as meaningful access to useful knowledge requires more than just technology access.
3) Leadership is needed from colleges of education to help connect communities and ensure over half the world's population has access to ICTs and the internet by 2015 through initiatives like developing culturally relevant digital content and ensuring access to broadband.
The document discusses how information and communication technologies (ICT) can be used to promote education, development, and social justice by addressing issues like poverty, hunger, and lack of access to education. It notes statistics on global poverty and challenges in education access. The document also outlines approaches for using ICT and games to support teaching and learning while addressing issues of infrastructure, language barriers, and teacher shortages in developing areas.
This presentation discusses the integration of educational technology in developing countries. It explores whether technology widens or narrows socioeconomic gaps, and if it is a tool of de-colonization or re-colonization. A brief history shows how educational technology has evolved from top-down radio/TV programs to bottom-up tools like audio/video tapes to today's interactive internet and mobile technologies. However, developing nations still face challenges like limited resources, infrastructure, and local content that contribute to a "digital divide". The One Laptop Per Child project and potential of m-learning are also examined.
The World Summit on the Information Society (WSIS) was convened by the United Nations to address challenges of the information revolution and provide a platform for stakeholders to develop a common vision for increasing access to information and communication technologies (ICTs). WSIS took place in two phases - Geneva in 2003 which adopted declarations of principles and a plan of action, and Tunis in 2005. The summit sought to harness ICT potential to achieve UN Millennium Development Goals like reducing poverty and increasing access to education. It outlined goals like connecting villages, schools, and public services to ICTs by certain years as well as ensuring access for all people. The way forward involved frameworks at international, regional, and national levels to meet WSIS
M-Learning in Sub Saharan Africa Context- What is it about?Martin Ebner
This document discusses the potential for mobile learning in Sub-Saharan Africa. It notes that while education faces many challenges in SSA, including lack of resources and trained teachers, mobile phones provide an opportunity as they are widespread. Mobile learning could help improve education quality by facilitating learning outside the classroom and helping to overcome barriers like distance. However, realizing this potential will require addressing issues such as lack of awareness, costs, limited educational content and apps, and need for pedagogical guidance on mobile learning. Examples of existing mobile learning projects in SSA countries are provided.
The document discusses how mobile phones and technology are being used by NGOs and civil society organizations around the world. It provides statistics on mobile phone and internet usage in the Middle East and North Africa region. It then outlines various tools and strategies that NGOs can use to engage with communities and conduct advocacy through mobile platforms, such as using photos, audio, video, and apps that allow sharing content across multiple social media sites from a mobile device. Funding organizations that support these types of mobile initiatives are also listed.
Shifting culture - how technology will change educationMusekiwa Samuriwo
Education lies at a peculiar crossroad in society. With the advent of the internet education is change and culture is changing with it. A look at how education will be changed by e-learning solutions in Africa.
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Literacy, Culture, and Technology in the Developing World: Reflections on Ten Months in Morocco
1. Literacy, Culture, and Technology in the
Developing World:
Reflections on Ten Months in Morocco
Gender and Technology 04:547:340
School of Communication & Information
Rutgers University
November 2, 2009
1
Heather Lea Moulaison
3. Developed v. developing world
• Developed countries: “A developed country is one that allows
all its citizens to enjoy a free and healthy life in a safe
environment.” (Annan, 2000)
• The West: Developed countries in North America and Europe.
• Developing countries: Nations with a low level of material
well being. (wikipedia)
• Other terms you may have heard:
– First World, Third World (Second World)
– Global South: The nations of Africa, Central and Latin America, and most of Asia
(http://www1.american.edu/academic.depts/acainst/cgs/about.html)
– Least Developed Countries (LDC): (http://www.unesco.org/ldc/list.htm)
• a low income, as measured by a three-year average estimate of the gross domestic
product (GDP) per capita;
• weak human resources, as measured by a composite index (Augmented Physical
Quality of Life Index) based on indicators of life expectancy at birth, per capita
calorie intake, combined primary and secondary school enrolment, and adult
literacy;
• a low level of economic diversification, as measured by a composite index
(Economic Diversification Index) based on the share of manufacturing in GDP, the
share of the labour force in industry, annual per capita commercial energy
consumption, and UNCTAD's merchandise export concentration index. 3
4. Poverty indicators
• Did you know...
– 1.1 billion people do not have access to safe drinking water
– 2.4 billion people do not have access to adequate sanitation
– The average distance that women in Africa and Asia walk to collect
water is 6 KM (3.72822715 miles)
– In developing countries, 91 children out of 1,000 die before their fifth
birthday
– Of the 6 billion people in today's world, 1.2 billion live below $1 per
day
– The amount of money that the richest 1% of the world's people make
each day equals what the poorest 57% make each year
http://www1.american.edu/academic.depts/acainst/cgs/about.html
4
5. Literacy
• Literacy: “the quality or state of being literate; knowledge of
letters; condition in respect to education, especially the
ability to read and write” (Literacy, 1989):
– “Literacy is a process of learning that enables individuals to achieve
personal goals, develop their knowledge and potential, and
participate fully in the community and wider society” (Global
Monitoring Report Team EFA, 2008, p. 410),
– An illiterate person is one “who cannot read and write with
understanding a simple statement related to his/her everyday life.”
(Global Monitoring Report Team EFA, 2008, p. 411),
– Non-literate citizens are those coming from oral cultures that do not
emphasize literacy or education (Cédelle, 2008),
– 776 million adults in the world today remain without basic literacy
skills (Global Monitoring Report Team EFA, 2008, p. 91),
– Speech is a basic method of communication exploited by people in
oral cultures (Brady, Dyson, & Asela, 2008).
5
6. Culture and exchange
• Culture: “Learned behavior consisting of thoughts, feelings,
and actions” (Hoft, 1996, p. 41),
– “Mental programming” (Hofstede, 1980)
Five dimensions of culture (Hofstede, 2001) –
1. Tolerate authority?
2. Tolerate ambiguity?
3. “Men’s work” is different from “women’s work”
4. Individualistic or interested in the group?
5. Short-term or long-term orientation?
• Fulbright Grant: student and teacher grants for US citizens to
travel abroad for research and study; also, grants for foreign
nationals to come to US for research and study.
– I went to teach Library and Information Science (LIS) in an African country last
year. 6
– If you are an American citizen, YOU QUALIFY!
7. Morocco and the Mediterranean
Satellite map from
7
maps.google.com
8. Higher ed. and women in Morocco
• Ecole des Sciences de l’Information, Rabat,
Morocco
8
9. Education in North Africa
COUNTRY ADULT LITERACY RATE (%) SCHOOL ENROLMENT (%)
Libya 81.7 94
Tunisia 74.3 75
Algeria 69.9 73
Egypt 71.4 76
Morocco 52.3 58
Maghrebi Education Indicators, 2004 (UN Development Programme 2006).
9
10. Male v. female literacy in Morocco
% FEMALE RATIO OF FEMALE
AGE GROUP IN MOROCCO LITERATE RATE TO MALE
Adult literacy rate (aged 15 and older) 39.6 0.6
Youth literacy rate (aged 15-24) 60.5 0.75
Literacy rates, Males to Females in 2005 (Human Development Report, 2007/2008).
10
11. Illiteracy and daily life in cities
• Life in Rabat, the capital of Morocco
Photo by Eric Childress
Photo by Ray Schwartz
And in Casablanca, the economic capital of Morocco. 11
12. ICTs and technology in Morocco
• Morocco has the highest
Internet penetration on
the African continent,
with 19.9 percent
(UNCTD, 2007, p. 25) of
Moroccans having
Internet access.
• Relative to other African
countries when Internet
access averages around 5
percent, Moroccan access
is very advanced.
12
13. Internet access
• Sharing wifi between apartments
• Culture of Internet cafes
– “In Morocco, the Café was and still is the domain
of men and this transferred to the concept of the
Internet Café as well” (Gunawardena, et al., p.
527).
– Online chat rooms are equally open to men and
women, and women are able to participate with a
sense of freedom that they may not enjoy in
traditional non-anonymous face-to-face
communication with Moroccan peers
(Gunawardena, et al., p. 527). 13
14. Of Morocco’s 34,000,000
inhabitants …
*From the CIA World Factbook
MOROCCAN TECHNOLOGY* YEAR NUMBER INHABITANTS
Telephones - mainlines 2006 1,266,000
Telephones - mobile cellular 2006 16,005,000
Internet hosts 2007 137,187
Internet users 2006 6,100,000
•Morocco, along with Maghrebi countries Algeria and Tunisia, is one of
several countries in Africa to have a cellular phone penetration of more than
50 percent.
•Non-literate Moroccans and other non-literate people (Brady, Dyson, & Asela,
2008) have been observed to use text messaging features on mobile phones;
therefore, not all of the communication taking place through the use of mobile
14
phones is speech-based.
15. Issues in development
• Copyright infringement:
– Pirated movies in theatres in
Casablanca
– Pirated DVDs sold on the
street
– Pirated CDs sold in the market
• Software piracy
– High taxes on luxury items
– Importing software
designed/created elsewhere
• Microsoft creating new
pricing structures for Africa.
Bottom line: more people accessing technology! 15