At present, academics all over the world are fighting for sharing knowledge, sharing resources, to promote knowledge based development of people living in developing countries. The Open Educational Resources movement and many others are doing a lot for that. Many Universities and Organisations are making their resources available for all and for free, so that people from developing countries could use them in their educational purpose and get ride of digital divide between them and developed countries.
Now the great problem for these \"poor\" countries is the high cost of a good internet connection (large bandwith). Many african universities have the same bandwith as a familly smal network connection in USA and they pay 50 times more price!!!!
As long as this problem is not handled there will be a digital divide between the North and the South.
For a long time, developed countries have been watching how thousands were dying from AIDS in developing counties without any concrete reaction for help! Eventually they finished by reducing prices of their medecines, so that now the death rate felt considerably in these countries.
I think that now the same developed countries, owners of internet access, should do the same for developing countries which cannot afford to pay the high costs of broadband internet access. These developed countries should make arrangements to allow our countries to access excellent connections at reasonable prices. Only then, we\'ll can talk about the end of ACCESS DIVIDE between the North and the South.
In countries like sri Lanka, promotion in the marketing mix plays very important role.
Some time other factors of price, place and product is same or lower than competitors.
But from promotion Sellers try to get advantage. I s that a practice in other countries? How ethical that is(which product is not in good quality but using promotion try to persuade customers).
I think we must try to answer these problems broadly.....
I am an experienced English teacher to speakers of Hebrew. I have had very positive experiences with an international collaborative literature exchange project. I would be interested in recruiting other high school teachers in the project. The exchange was via Moodle and literature-based WebQuests. Please review the following websites and contact me if you are interested in joining my students and I: http://www.nelliemuller.com/IOC.htm
Looking forward to sharing your countries' literature.
This year, as opposed to the Summer of 06, I seem to have moved from being a Guaradian to an Idealist which I can live with as the Idealist category includes Healers, Counsellors and Teachers! I was a bit distressed to see that I had a strong \"Judging\" component, which I took to mean I was judgmental
but which, it turns out, just means that I \"show a preference for living a planned and organized life\" as opposed to a \"spontaneous and flexible\" one. I can live with that.
On this one I came out as a Counselor Idealist, the same as last year, and in line with the assessmente above. When I read the descriptors of what it means to be this type, I found them to be remarkably accurate. Then I wondered if this might not be because what was being described were generic traits that everyone might share at different times not unlike the universal traits described in horoscopes. The more I think about it, the more I think that is the case.
All the (TLITE-related) activities I have planned for my students this fall reinforce my belief that students learn better when:
- they have to re-teach the material themselves, and
- when they have an authentic audience in mind.
- Part of __ __’s autobiography resonated particularly strongly with me, and we discussed it on Friday, the notion of being frustrated with my/our impatience, the students being frustrated with my/our impatience, and the sense this might have been less so when we were just starting out. A few times in my career I have made it a personal goal to not get angry with the students. The years after I consciously make that decision are inevitably years when I feel much less frustrated. Not, I think, because much else has changed beyond my remembering how important, how necessary, it is for me to be patient.
Listening to some people talk about avoiding some technologies because of the potential they have to exclude some students, or be abused by some students, helped me to clarify how I felt about each issue.
- In the case of exclusion, I think I am (we are) in the business of providing opportunities, not of limiting them. Rather than avoiding a technology some students might not have equal access to, I think it is more important to focus on how we can provide better access.
- Rather than avoid a technology with the potential for abuse, I think it is more important to teach (and then expect, with concomittant consequences established) responsible use.
- I need to practice in order to learn, I am much more engaged if I have an opportunity to create, and I learn best when I choose.
- The plans I have for my students this year involve using particular technologies for similar activities at least twice each.
- The plans I have for staff this year are based around their seeing technology in action which they can opt into, or not, to varying degrees.