The "Haves and "Have Nots": Poverty and Opportunity in the Digital Age
This is a seven page paper exploring an aspect of the technology access and education inequalities known collectively as "the digital divide". This paper focuses on the relationship of socio-economics and the use of information and media technology. Within this paper, I proposed ten ways in which lower-income groups could better access technology and develop technology skills. Written in the Fall 2005 semester, this was one of the few papers of my graduate coursework that required the use of peer-reviewed articles to support the paper. While my educational technology program favored projects over papers, I found the research and writing to complete this assignment valuable to my understanding and articulation of this educational challenge.
Research on this paper contributed to my sensitivity of learners with different socio-economic backgrounds and raised my personal awarness of the unique challenges to assisting lower-income communities to bridge the digital divide. Understanding and articulating the complex socio-economic and cultural factors that generates a "digital devide" in lower-income communities demonstrated my abilities as a systems thinker.
Reflections from the "Technology, Science and Human Values" Seminar
Originally posted in my Educational Technology Blog Tech-ucation, my daily reflections share some of the insights of the week-long seminar. The experiences were summarized in a four page reflection paper at the end of the seminar. I argue that while technologies gives humanity more options, it also makes living wisely more complex.
Exerpt of Entry 1, Originally posted on 7/11/06
First day of the TEAM seminar this week, taught by Dr. Fran Roberts, a former faculty member of the Educational Technology Department. We did a cursory look into the debate over stem cell research, to he prepare us for the afternoon guest Dr. Martin Bialer, an expert in genetics and health.
Questions came from: What is the definition of “life?” How should life be honored? Just because we can do something, should we do it?
Do we biologically engineer future generations to reduce the chance for disease and sickness? A classmate made a very good point to me that genetic therapy may be best used to correct what sickness arrises, but to not tamper with our genome to try to reduce risks for sickness. I think that this may be a good benchmark for me.
Of all the experiences within my educational program, this seminar definately stirred feelings of wonderment and awe within me, most especially when we visited the super-colider at Brookhaven Laboratory. Discussions of technology and human values also lead easily to reflection about humankind's manipulation of natural processes for its own survival and desires, and my own views and values on such things as genetic therapy, fertility treatments, and medical advancements.
The Great Solar System Rescue Proposal
The purpose of this paper was to simulate a proposal to a school board for the purchase of software called Great Solar System Rescue (GSSR), and support the proposal with statements of pedagocial value from our reading inHow People Learn.
This proposal demonstrates my ability to apply educational theories (as found in How People Learn) in selecting and promoting relevant educational technologies. Through this assignment, I also demonstrate my understanding of academic reading by applying it to the proposal.