Our team have submitted a project, Agri Mashup: Data Utilization in Inclusive and Sustainable Agriculture at the Base of the Pyramid, for the Netsquared Mashup Challenge. We are working with two peruvian organizations.
Too, please vote for "Text a Farmer, Support a Farmer, Alert a Farmer with CellAlert.net" brought to you by www.FreeAlert.org and www.CellAlert.net.
Check out ours applications and if you think these projects has a huge potential for social change, please vote for it before Friday!
http://www.netsquared.org/2008/conference/projects
Netsquared Mashup Challenge
marzo 19, 2008Digital television and radio: Democratisation or greater concentration?
noviembre 02, 2007
Digitalisation of media is an approaching reality for Latin American countries. This technologic paradigm shift promises more democratic and diverse access to radio and TV frequencies. However, there is also a great risk of reproducing the same inequalities and power relations that exist in the “analogical” world and thus of media being in the hands of a few. This paper by Gustavo Gómez Germano illustrates the political and regulatory implications of an apparently technical and thus neutral phenomenon. It also suggests advocacy priorities to create a more informed and active civil society
Choosing and Using Free and Open Source Software: A primer for nonprofits
octubre 24, 2007
"Choosing and Using Free and Open Source Software: A Primer for Nonprofits" describes what open source software is and what impact this type of software may have on the nonprofit sector. Published by NOSI (Nonprofit Open Source Initiative).
WIPO Publishes a Guide on Managing IP for Museums
agosto 01, 2007
Museums, and the broader cultural heritage community, now have access to a new guide, commissioned by the World Intellectual Property Organization (WIPO), to help them use the intellectual property (IP) system to improve the management of their collections in the digital environment.
The “WIPO Guide on Managing Intellectual Property for Museums” by Ms. Rina Elster Pantalony - a Canadian expert on these issues - recognizes the important role that IP plays in providing access to collections, and in preserving and managing the valuable works they contain. Copyright and trademark law in particular are of growing importance to museums in fulfilling their mandates and meeting users’ needs. Effective management of IP rights will enable museums to harness the Internet as an educational and communications tool.
In the digital age, the cultural heritage community is increasingly faced with the responsibility of managing its own IP, as well as managing uses by third parties and users throughout the world, often on diminishing budgets. Effective use of the IP system allows museums to meet international standards of best practice, and can offer significant opportunities to leverage their goodwill, authenticity, uniqueness and scholarly expertise to generate a return on investment.
The first part of the Guide describes IP issues of relevance to museums such as rights in scholarly content, technologies developed in-house, and branding tools that provide recognition and awareness of the museum in a commercial context. It also sets out recommended best practices in managing IP to enable a museum to identify its IP, understand its rights in using its collections, and strengthen its ability to deal with critical IP issues as they arise. The second part of the Guide reviews existing business models that could provide museums with appropriate opportunities to create sustainable funding, and deliver on their stated objectives.
The WIPO Guide is now available on-line at: http://www.wipo.int/copyright/en/museums_ip/ .
The “WIPO Guide on Managing Intellectual Property for Museums” by Ms. Rina Elster Pantalony - a Canadian expert on these issues - recognizes the important role that IP plays in providing access to collections, and in preserving and managing the valuable works they contain. Copyright and trademark law in particular are of growing importance to museums in fulfilling their mandates and meeting users’ needs. Effective management of IP rights will enable museums to harness the Internet as an educational and communications tool.
In the digital age, the cultural heritage community is increasingly faced with the responsibility of managing its own IP, as well as managing uses by third parties and users throughout the world, often on diminishing budgets. Effective use of the IP system allows museums to meet international standards of best practice, and can offer significant opportunities to leverage their goodwill, authenticity, uniqueness and scholarly expertise to generate a return on investment.
The first part of the Guide describes IP issues of relevance to museums such as rights in scholarly content, technologies developed in-house, and branding tools that provide recognition and awareness of the museum in a commercial context. It also sets out recommended best practices in managing IP to enable a museum to identify its IP, understand its rights in using its collections, and strengthen its ability to deal with critical IP issues as they arise. The second part of the Guide reviews existing business models that could provide museums with appropriate opportunities to create sustainable funding, and deliver on their stated objectives.
The WIPO Guide is now available on-line at: http://www.wipo.int/copyright/en/museums_ip/ .
GLOBAL JAM ONLINE COMMUNTIES FOR SOCIAL INNOVATION
julio 12, 2007
The goal of this event is to collectively identify technology requirements for effective online communities to better support those working in social change and innovation. The intention is to share what we learn quickly and broadly.
Online communities are changing the work we do and how we do it. They are creating new avenues for learning and innovating. They drive new models of leadership.
Today's technologies while plentiful are not inventoried, and overall not adequate for the needs of the social sector. The goal of this JAM is to help the sector use online community tools more effectively and to help technologists to build more appropriate tools. Through this discussion we hope to create a shared vision of our collective future for online communities for social change and innovation.
Participants will include leaders of nonprofit, NGO, public sector and grantmaking organizations, researchers and academics, technologists, and consultants from around the world. All use or plan to use online communities for social innovation.
Online communities are changing the work we do and how we do it. They are creating new avenues for learning and innovating. They drive new models of leadership.
Today's technologies while plentiful are not inventoried, and overall not adequate for the needs of the social sector. The goal of this JAM is to help the sector use online community tools more effectively and to help technologists to build more appropriate tools. Through this discussion we hope to create a shared vision of our collective future for online communities for social change and innovation.
Participants will include leaders of nonprofit, NGO, public sector and grantmaking organizations, researchers and academics, technologists, and consultants from around the world. All use or plan to use online communities for social innovation.
Giving Knowledge for Free: The Emergence of Open Educational Resources
junio 17, 2007
Learning resources are often considered key intellectual property in a competitive higher education world. However, more and more institutions and individuals are sharing their digital learning resources over the Internet, openly and for free, as Open Educational Resources (OER). This study, building on previous OECD work on e-learning, asks why this is happening, who is involved and what the most important implications of this development are.
The report offers a comprehensive overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications. It will be of particular interest to those involved in e-learning or strategic decision making within higher education, to researchers and to students of new technologies.
The report offers a comprehensive overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications. It will be of particular interest to those involved in e-learning or strategic decision making within higher education, to researchers and to students of new technologies.
iSummit 2007 - Dubrovnik
junio 15, 2007
Once a year, about 300 people from over 50 countries come together to celebrate and strategise around a free Internet for all.
Leaders of the Creative Commons, free software, open education and access to knowledge communities talk about their vision for the future and discuss strategies for building a free global culture that is rich - both in terms of economic viability and geographic diversity.
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Una vez al año, casi 300 personas de más de 50 países se reúnen a celebrar y a armar estrategias acerca de una Internet libre para todos.
Líderes de los Creative Commons, del software libre, educación abierta y comunidades de acceso al conocimiento conversan respecto de su visión del futuro y discuten estrategias para constrir una cultura libre global que se enriquece en términos de viabilidad económica y diversidad geográfica.
Leaders of the Creative Commons, free software, open education and access to knowledge communities talk about their vision for the future and discuss strategies for building a free global culture that is rich - both in terms of economic viability and geographic diversity.
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Una vez al año, casi 300 personas de más de 50 países se reúnen a celebrar y a armar estrategias acerca de una Internet libre para todos.
Líderes de los Creative Commons, del software libre, educación abierta y comunidades de acceso al conocimiento conversan respecto de su visión del futuro y discuten estrategias para constrir una cultura libre global que se enriquece en términos de viabilidad económica y diversidad geográfica.
Negroponte in Lima
junio 13, 2007
Negroponte: Computadoras portátiles de $100 se podrán pagar en 5 años. El cientifico de la computación de los Estados Unidos, Nicholas Negroponte, indicó que en 5 años se podrá pagar los $100 por las computadoras portátiles que pretende implementar en colegios.
RPP Noticias
Rising Voices Seeks Micro-grant Proposals for Blog Outreach
junio 06, 2007
Rising Voices, the outreach arm of Global Voices, is now accepting project proposals for the first round of microgrant funding of up to $5,000 for new media outreach projects. Ideal applicants will present innovative and detailed proposals to teach citizen media techniques to communities that are poorly positioned to discover and take advantage of tools like blogging, video-blogging, and podcasting on their own.
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Voces Alzándose, la rama de promoción y alcance comunitario de Global Voices (Voces Globales), está ahora aceptando propuestas de proyectos para la primera ronda de microbecas de hasta $5000 (USD) para proyectos de promoción y alcance comunitario a través de los nuevos medios. Los solicitantes ideales presentarán propuestas detalladas e innovadoras para enseñar técnicas de medios de comunicación ciudadana a comunidades pobremente posicionadas para descubrir y aprovechar por sus propios medios herramientas como los blogs, video blogs y “podcasts” o archivos digitales de distribución automática.
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Voces Alzándose, la rama de promoción y alcance comunitario de Global Voices (Voces Globales), está ahora aceptando propuestas de proyectos para la primera ronda de microbecas de hasta $5000 (USD) para proyectos de promoción y alcance comunitario a través de los nuevos medios. Los solicitantes ideales presentarán propuestas detalladas e innovadoras para enseñar técnicas de medios de comunicación ciudadana a comunidades pobremente posicionadas para descubrir y aprovechar por sus propios medios herramientas como los blogs, video blogs y “podcasts” o archivos digitales de distribución automática.
Global Information Society 2007
mayo 21, 2007
The Global Information Society Watch 2007 report - the first in a series of annual reports- looks at state of the field of information and communication technology (ICT) policy at local and global levels and particularly how policy impacts on the lives of people living in developing countries.
Studies of the ICT policy situation in twenty-two countries from four regions are featured: Africa (Democratic Republic of Congo, Egypt, Ethiopia, Kenya, Nigeria, South Africa and Uganda); Asia (Bangladesh, India, Pakistan and the Philippines); Latin America (Argentina, Brazil, Colombia, Ecuador, Mexico and Peru); and Eastern Europe (Bosnia and Herzegovina, Bulgaria, Croatia and Romania), with one report from a Western European country (Spain).
The report concludes that when it comes to ICTs for development, there are some conspicuous similarities between the countries. Excluding Spain, the other twenty-one countries each show obvious evidence of the “digital divide” which impacts on the majority of people negatively. According to Brazilian authors RITS, the absence of a people-orientated policy framework in Brazil runs the risk of condemning the vast majority of people to “eternal disconnection.” The report also includes provocative, analytical essays on five international institutions (including ICANN and the World Intellectual Property Organisation) questioning the extent to which they allow all stake-holders to participate in their processes. There is a special section on how to measure progress.
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El informe 2007 de GISW –primero de una serie de informes anuales- observa el estado de situación de las políticas de tecnologías de la información y la comunicación (TIC) tanto en el ámbito local como mundial, y sobre todo analiza cómo impacta una política determinada en la vida de los/as habitantes del mundo en desarrollo.
Los informes sobre la situación de las políticas TIC que se presentan en el estudio incluyen 22 países de cuatro regiones: África (Egipto, Etiopía, Kenya, Nigeria, República Democrática de Congo, Sudáfrica y Uganda); América Latina (Argentina, Brasil, Colombia, Ecuador, México y Perú); Asia (Bangladesh, Filipinas, India y Pakistán); y Europa oriental (Bosnia y Herzegovina, Bulgaria, Croacia y Rumania); además de un país de Europa occidental (España).
La conclusión del trabajo es que, cuando se trata de TIC para el desarrollo, existen notorias similitudes entre los países. Con excepción de España, los restantes 21 países muestran pruebas de una “brecha digital” que impacta negativamente en la mayoría de las personas. Según RITS, organización brasileña miembro de APC, la carencia de un marco político orientado hacia las personas hace que se corra el riesgo en Brasil de condenar a la amplia mayoría de la población a una “desconexión eterna”.
El informe incluye también informes provocativos y analíticos sobre cinco instituciones internacionales (entre ellos la Unión Internacional de Telecomunicaciones – UIT-, ICANN y la Organización Mundial sobre la Propiedad Intelectual –OMPI) en los que cuestiona hasta dónde permiten la participación de los sectores en sus procesos. Asimismo hay una sección especial sobre cómo medir los avances.
Studies of the ICT policy situation in twenty-two countries from four regions are featured: Africa (Democratic Republic of Congo, Egypt, Ethiopia, Kenya, Nigeria, South Africa and Uganda); Asia (Bangladesh, India, Pakistan and the Philippines); Latin America (Argentina, Brazil, Colombia, Ecuador, Mexico and Peru); and Eastern Europe (Bosnia and Herzegovina, Bulgaria, Croatia and Romania), with one report from a Western European country (Spain).
The report concludes that when it comes to ICTs for development, there are some conspicuous similarities between the countries. Excluding Spain, the other twenty-one countries each show obvious evidence of the “digital divide” which impacts on the majority of people negatively. According to Brazilian authors RITS, the absence of a people-orientated policy framework in Brazil runs the risk of condemning the vast majority of people to “eternal disconnection.” The report also includes provocative, analytical essays on five international institutions (including ICANN and the World Intellectual Property Organisation) questioning the extent to which they allow all stake-holders to participate in their processes. There is a special section on how to measure progress.
-------------------------------------------------------------------------------------------------
El informe 2007 de GISW –primero de una serie de informes anuales- observa el estado de situación de las políticas de tecnologías de la información y la comunicación (TIC) tanto en el ámbito local como mundial, y sobre todo analiza cómo impacta una política determinada en la vida de los/as habitantes del mundo en desarrollo.
Los informes sobre la situación de las políticas TIC que se presentan en el estudio incluyen 22 países de cuatro regiones: África (Egipto, Etiopía, Kenya, Nigeria, República Democrática de Congo, Sudáfrica y Uganda); América Latina (Argentina, Brasil, Colombia, Ecuador, México y Perú); Asia (Bangladesh, Filipinas, India y Pakistán); y Europa oriental (Bosnia y Herzegovina, Bulgaria, Croacia y Rumania); además de un país de Europa occidental (España).
La conclusión del trabajo es que, cuando se trata de TIC para el desarrollo, existen notorias similitudes entre los países. Con excepción de España, los restantes 21 países muestran pruebas de una “brecha digital” que impacta negativamente en la mayoría de las personas. Según RITS, organización brasileña miembro de APC, la carencia de un marco político orientado hacia las personas hace que se corra el riesgo en Brasil de condenar a la amplia mayoría de la población a una “desconexión eterna”.
El informe incluye también informes provocativos y analíticos sobre cinco instituciones internacionales (entre ellos la Unión Internacional de Telecomunicaciones – UIT-, ICANN y la Organización Mundial sobre la Propiedad Intelectual –OMPI) en los que cuestiona hasta dónde permiten la participación de los sectores en sus procesos. Asimismo hay una sección especial sobre cómo medir los avances.
Classmate in Peru
mayo 19, 2007
El Comercio (the most important newspaper in Peru) has been announced that Ministery of Education will be started a pilot with 100 ClassMate PC and Intel vicepresidet's John E. David has been arrived to Peru.
El Ministerio de Educación evaluará la adquisición de computadoras portátiles diseñadas por Intel. El anuncio lo hizo el propio vicepresidente de Intel, John E. Davies, quien ayer llegó al país para ofrecer al Gobierno un trabajo conjunto que permita a los estudiantes peruanos beneficiarse de la iniciativa Intel Educar.
Davies reveló a El Comercio que ejecutivos de la corporación delinearán la próxima semana el cronograma de trabajo para el desarrollo conjunto de un programa piloto con 100 laptops (modelo ClassMate PC) que Intel donará al Gobierno Peruano.
El Comercio
El Ministerio de Educación evaluará la adquisición de computadoras portátiles diseñadas por Intel. El anuncio lo hizo el propio vicepresidente de Intel, John E. Davies, quien ayer llegó al país para ofrecer al Gobierno un trabajo conjunto que permita a los estudiantes peruanos beneficiarse de la iniciativa Intel Educar.
Davies reveló a El Comercio que ejecutivos de la corporación delinearán la próxima semana el cronograma de trabajo para el desarrollo conjunto de un programa piloto con 100 laptops (modelo ClassMate PC) que Intel donará al Gobierno Peruano.
El Comercio
OLPC in Peru: Updated
mayo 06, 2007
The Minister of Education, Jose Antonio Chang Escobedo, has been announced good news: Peru is part of OLPC Project.
"We have incorporated Peru into the program. This will give our children access to technology and improve their learning experience. We hope this will be a massive incorporation for our students."
"One Laptop per Child has already proven successful in other developing countries around the world and Peru's schoolchildren are sure to enhance their academic experiences when these laptops come to Peru."
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Lima, may. 06 (ANDINA).- El ministro de Educación, José Antonio Chang Escobedo, anunció que a mediados de julio se firmaría un convenio con el instituto MIT para dotar de manera progresiva a escolares peruanos de computadoras laptop a partir del próximo año.
Precisó que se vienen estableciendo los criterios fundamentales para realizar la suscripción del convenio con esta entidad que promueve el proyecto "Una computadora para un niño", el cual ya se aplica satisfactoriamente en otros países de la región.
Tras reunirse en Palacio de Gobierno con el Jefe de Estado, Alan García, el titular de Educación mencionó que se están enviando 100 de estas computadoras personales a modo de pruebas demostrativas.
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TV Clips:
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100 OLPC machines to Peru
Thank you for your email and interest in our "One Laptop per Child" project.
Peru has gained significant momentum since visiting our headquarters here in Cambridge, MA two weeks ago. They are eager and ready to receive laptops for all children. For testing purposes, 100 machines were sent to the Ministry of Education yesterday (07-05-07). If you are interested in assisting with this project in Peru, the best organization to speak with would be the Ministry of Education.
If you have any additional questions or concerns, please feel free to contact me directly. Thanks again and we look forward to working with Peru in the coming months.
Regards,
Lindsay Petrillose
Special Assistant for International Affairs
One Laptop per Child
One Cambridge Center, 10th floor
Cambridge, MA 02142
www.laptop.org
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$100 LAPTOP NEWS FOR THE COMMUNITY
OLPC News (2007-04-28)
1. Cambridge: Delegations from Argentina, Brazil, Colombia, Costa
Rica, Ethiopia, Kazakhstan, Kenya, Libya, Nepal, Nigeria, Pakistan,
Panama, Peru, Romania, Russia, Rwanda, Thailand, and Uruguay attended a week-long meeting at the OLPC headquarters to discuss the current status of the program, share ideas, and plan next steps.
Just seeing and hearing the diversity of faces and voices around the table was remarkable. Although the discussion was occasionally heated, every attendee was convinced that OLPC is something they should and must do for the children of their countries. Passion was infectious; and most important: there was a vibrant exchange among the attendees of their experiences and ideas about how to move forward together.
2. A pivotal moment was when Marta Voelcker showed videos from the work being done with XOs by Léa Fagundes and her colleagues at the University of Rio Grande do Sul in a school in Porto Alegre; this was followed by Irene Ficheman, who showed videos from the work she and her colleagues from University of São Paulo are doing with XOs in a school in that city. We were able to see how the teachers there worked with the XO and each other (a priceless moment was helping each other open the XO for the first time) and heard how students do not want to go home—even when dismissed early. (The children without laptops at the school in the Porto Alegre—only one in four have an XO—are emulating the landless movement in Brazil—Movimento Sem Terra—they have created a laptop-less student movement.)
3. OLPC added a new country this week: the USA. This move will engage a wider developer community, impacting and improving software and content. Please note that such a move into schools and learning in the USA is not necessarily a commercial machine.
4. One of the pleasant surprises of the week was the extent to which software development for the XO is beginning to take a life of its own. A developer in Pakistan is building a Qur'anic Studies for the laptop; a team from Uruguay surprised us with a demonstration of an activity for using USB "dongles" on the laptop; a team from Brazil has built some original "learning" games for the laptop; and a team from Argentina has been continuing to work on a wide variety of activities, including a calculator activity that "shows its work."
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COMPUTADORAS DE 100 DÓLARES SE PUEDEN USAR EN LUGARES SIN ELECTRICIDAD
Estamos frente a una nueva herramienta que permitirá a los estudiantes desarrollar competencias necesarias para el futuro, dijo el presidente del Consejo Privado para la Agenda Digital.
Las laptop que el Ministerio de Educación estudia adquirir a 100 dólares mediante un convenio con el Instituto Tecnológico de Massachussets, están diseñadas para lugares carentes de electricidad y resistentes a acciones bruscas, como golpes, caídas o el contacto con el agua.
Está demostrado que los componentes más propensos a fallar en una laptop son el disco duro y los conectores internos, elementos que la “computadora verde” no los tiene. Su batería puede ser cargada a mano mediante un hilo como una máquina de cortar césped, dijo hoy Max Ugaz, presidente del Consejo Privado para la Agenda Digital (CPAD), durante una conferencia de prensa en Miraflores.
El Ministerio de Educación solicitó a este colectivo, integrado por la Cámara de Comercio de Lima, Asociación Peruana de Empresas de Servicios de Internet (ASPESI), la Asociación de Empresas Usuarias de TI (Common Perú) y la Comunidad Generadora de Políticas de la Sociedad de Información Alfa Redi, su opinión técnica sobre las laptop de 100 dólares.
Max Ugaz agregó que la laptop no tiene un disco duro, porque no lo requiere para archivar información, sino para que el menor ingrese a la maquina y navegue a través de un buscador hasta encontrar la información que requiere. Utiliza una memoria flash y tiene el sofware Linux, que puede ser bajado sin costo alguno, agregó el presidente de CPAD.
“Estamos frente a una herramienta que permite que el estudiante entre, salga y desarrolle las competencias necesarias para el futuro”, concluyó Max Ugaz, tras señalar que otra de las bondades de la computadora de 100 dólares es su capacidad de conectarse a Internet y en red con otras computadoras sin utilizar cables.
Además, la conocida computadora verde posee una pantalla de 19 centímetros con una resolución de 1200 x 900 píxeles, transistor de película fina, cámara de video incorporado, dos parlantes internos y amplificación de audio. Asimismo, una manija incorporada para que sea sujetada, y su teclado es de membrana sellada.
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TV report
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Peru: Just Say No! to the OLPC
The Peruvian Minister of Education, José Antonio Chang, recently announced that Peru would participate in the One Laptop Per Child (OLPC) project. With only a model of the XO in hand, he said, “This will permit the children to have access to technology from all parts of the country and improve their learning skills.” However, details were still far from clear, and some Peruvian bloggers took to the task by asking some hard questions.
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María Teresa Quiroz - Profesora de la Universidad de Lima y Decana de la Facultad de Comunicación de la Universidad de Lima.
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Alumnos de primaria del Colegio Nacional Luna Victoria demostraron que sólo basta diez minutos para que un niño pueda adaptarse al manejo y uso de las computadoras portátiles de 100 dólares, que el Ministerio de Educación estudia adquirir mediante un convenio con el Instituto Tecnológico de Massachussets, con el objetivo de facilitar el aprendizaje de los escolares en nuestro país, especialmente de las zonas marginales y rurales, programa que se realizaría en el marco del proyecto de la Revolución Tecnológica que impulsa el gobierno en las escuelas publicas.
Los niños entre 8 y 10 años de edad demostraron sus habilidades a los miembros del colectivo que evalúa dicha iniciativa, a quienes el Ministerio de Educación solicitó su opinión técnica sobre estas laptop. Entre ellos el presidente del Consejo Privado para la Agenda Digital (CPAD), Max Ugaz, y el director de Operaciones de Instituto Linux Profesional para Perú, Ecuador y Bolivia, Hernán Pachas Magallanes.
Asimismo, estuvo presente el presidente de Software y uno de los creadores de la computadora verde, Walter Bender, quien luego de expresar su reconocimiento por la habilidad de los alumnos de la I.E. Luna Victoria, recordó que este programa fue anunciado en noviembre del año 2005 en Túnez, y que posteriormente fue sustentado por su cofundador, Nicholas Negroponte, en enero de 2006, en Suiza.
Al respecto, el director de Operaciones de Instituto Linux Profesional para Perú, Ecuador y Bolivia, Hernán Pachas Magallanes, dijo que cuando utilizamos bien las herramientas Tecnológicas, estas se convierten en aliados importantes en el desarrollo de nuestros niños, que en un futuro no muy lejano tendrán que afrontar nuevos cambios para lo cual tienen que estar preparados.
El concepto de progreso y bienestar social adquieren sentido, cuando los avances tecnológicos del mundo moderno se aplican a la educación, agregó el ejecutivo, quien forma parte del colectivo a quien el Ministerio de Educación solicitó su opinión técnica sobre las OLPC.
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Presencia Cultural - Canal 7
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This is short video of Walter Benders, president of the software and content in the OLPC Fundation. He shows to us one of the best functions of the XO.
"We have incorporated Peru into the program. This will give our children access to technology and improve their learning experience. We hope this will be a massive incorporation for our students."
"One Laptop per Child has already proven successful in other developing countries around the world and Peru's schoolchildren are sure to enhance their academic experiences when these laptops come to Peru."
--------------------------------------------------------------------------------------------
Lima, may. 06 (ANDINA).- El ministro de Educación, José Antonio Chang Escobedo, anunció que a mediados de julio se firmaría un convenio con el instituto MIT para dotar de manera progresiva a escolares peruanos de computadoras laptop a partir del próximo año.
Precisó que se vienen estableciendo los criterios fundamentales para realizar la suscripción del convenio con esta entidad que promueve el proyecto "Una computadora para un niño", el cual ya se aplica satisfactoriamente en otros países de la región.
Tras reunirse en Palacio de Gobierno con el Jefe de Estado, Alan García, el titular de Educación mencionó que se están enviando 100 de estas computadoras personales a modo de pruebas demostrativas.
-----------------------------------------------------------------------------------------------
TV Clips:
---------------------------------------------------------------------------------------
100 OLPC machines to Peru
Thank you for your email and interest in our "One Laptop per Child" project.
Peru has gained significant momentum since visiting our headquarters here in Cambridge, MA two weeks ago. They are eager and ready to receive laptops for all children. For testing purposes, 100 machines were sent to the Ministry of Education yesterday (07-05-07). If you are interested in assisting with this project in Peru, the best organization to speak with would be the Ministry of Education.
If you have any additional questions or concerns, please feel free to contact me directly. Thanks again and we look forward to working with Peru in the coming months.
Regards,
Lindsay Petrillose
Special Assistant for International Affairs
One Laptop per Child
One Cambridge Center, 10th floor
Cambridge, MA 02142
www.laptop.org
------------------------------------------------------------------------------------
$100 LAPTOP NEWS FOR THE COMMUNITY
OLPC News (2007-04-28)
1. Cambridge: Delegations from Argentina, Brazil, Colombia, Costa
Rica, Ethiopia, Kazakhstan, Kenya, Libya, Nepal, Nigeria, Pakistan,
Panama, Peru, Romania, Russia, Rwanda, Thailand, and Uruguay attended a week-long meeting at the OLPC headquarters to discuss the current status of the program, share ideas, and plan next steps.
Just seeing and hearing the diversity of faces and voices around the table was remarkable. Although the discussion was occasionally heated, every attendee was convinced that OLPC is something they should and must do for the children of their countries. Passion was infectious; and most important: there was a vibrant exchange among the attendees of their experiences and ideas about how to move forward together.
2. A pivotal moment was when Marta Voelcker showed videos from the work being done with XOs by Léa Fagundes and her colleagues at the University of Rio Grande do Sul in a school in Porto Alegre; this was followed by Irene Ficheman, who showed videos from the work she and her colleagues from University of São Paulo are doing with XOs in a school in that city. We were able to see how the teachers there worked with the XO and each other (a priceless moment was helping each other open the XO for the first time) and heard how students do not want to go home—even when dismissed early. (The children without laptops at the school in the Porto Alegre—only one in four have an XO—are emulating the landless movement in Brazil—Movimento Sem Terra—they have created a laptop-less student movement.)
3. OLPC added a new country this week: the USA. This move will engage a wider developer community, impacting and improving software and content. Please note that such a move into schools and learning in the USA is not necessarily a commercial machine.
4. One of the pleasant surprises of the week was the extent to which software development for the XO is beginning to take a life of its own. A developer in Pakistan is building a Qur'anic Studies for the laptop; a team from Uruguay surprised us with a demonstration of an activity for using USB "dongles" on the laptop; a team from Brazil has built some original "learning" games for the laptop; and a team from Argentina has been continuing to work on a wide variety of activities, including a calculator activity that "shows its work."
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COMPUTADORAS DE 100 DÓLARES SE PUEDEN USAR EN LUGARES SIN ELECTRICIDAD
Estamos frente a una nueva herramienta que permitirá a los estudiantes desarrollar competencias necesarias para el futuro, dijo el presidente del Consejo Privado para la Agenda Digital.
Las laptop que el Ministerio de Educación estudia adquirir a 100 dólares mediante un convenio con el Instituto Tecnológico de Massachussets, están diseñadas para lugares carentes de electricidad y resistentes a acciones bruscas, como golpes, caídas o el contacto con el agua.
Está demostrado que los componentes más propensos a fallar en una laptop son el disco duro y los conectores internos, elementos que la “computadora verde” no los tiene. Su batería puede ser cargada a mano mediante un hilo como una máquina de cortar césped, dijo hoy Max Ugaz, presidente del Consejo Privado para la Agenda Digital (CPAD), durante una conferencia de prensa en Miraflores.
El Ministerio de Educación solicitó a este colectivo, integrado por la Cámara de Comercio de Lima, Asociación Peruana de Empresas de Servicios de Internet (ASPESI), la Asociación de Empresas Usuarias de TI (Common Perú) y la Comunidad Generadora de Políticas de la Sociedad de Información Alfa Redi, su opinión técnica sobre las laptop de 100 dólares.
Max Ugaz agregó que la laptop no tiene un disco duro, porque no lo requiere para archivar información, sino para que el menor ingrese a la maquina y navegue a través de un buscador hasta encontrar la información que requiere. Utiliza una memoria flash y tiene el sofware Linux, que puede ser bajado sin costo alguno, agregó el presidente de CPAD.
“Estamos frente a una herramienta que permite que el estudiante entre, salga y desarrolle las competencias necesarias para el futuro”, concluyó Max Ugaz, tras señalar que otra de las bondades de la computadora de 100 dólares es su capacidad de conectarse a Internet y en red con otras computadoras sin utilizar cables.
Además, la conocida computadora verde posee una pantalla de 19 centímetros con una resolución de 1200 x 900 píxeles, transistor de película fina, cámara de video incorporado, dos parlantes internos y amplificación de audio. Asimismo, una manija incorporada para que sea sujetada, y su teclado es de membrana sellada.
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TV report
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Peru: Just Say No! to the OLPC
The Peruvian Minister of Education, José Antonio Chang, recently announced that Peru would participate in the One Laptop Per Child (OLPC) project. With only a model of the XO in hand, he said, “This will permit the children to have access to technology from all parts of the country and improve their learning skills.” However, details were still far from clear, and some Peruvian bloggers took to the task by asking some hard questions.
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María Teresa Quiroz - Profesora de la Universidad de Lima y Decana de la Facultad de Comunicación de la Universidad de Lima.
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Alumnos de primaria del Colegio Nacional Luna Victoria demostraron que sólo basta diez minutos para que un niño pueda adaptarse al manejo y uso de las computadoras portátiles de 100 dólares, que el Ministerio de Educación estudia adquirir mediante un convenio con el Instituto Tecnológico de Massachussets, con el objetivo de facilitar el aprendizaje de los escolares en nuestro país, especialmente de las zonas marginales y rurales, programa que se realizaría en el marco del proyecto de la Revolución Tecnológica que impulsa el gobierno en las escuelas publicas.
Los niños entre 8 y 10 años de edad demostraron sus habilidades a los miembros del colectivo que evalúa dicha iniciativa, a quienes el Ministerio de Educación solicitó su opinión técnica sobre estas laptop. Entre ellos el presidente del Consejo Privado para la Agenda Digital (CPAD), Max Ugaz, y el director de Operaciones de Instituto Linux Profesional para Perú, Ecuador y Bolivia, Hernán Pachas Magallanes.
Asimismo, estuvo presente el presidente de Software y uno de los creadores de la computadora verde, Walter Bender, quien luego de expresar su reconocimiento por la habilidad de los alumnos de la I.E. Luna Victoria, recordó que este programa fue anunciado en noviembre del año 2005 en Túnez, y que posteriormente fue sustentado por su cofundador, Nicholas Negroponte, en enero de 2006, en Suiza.
Al respecto, el director de Operaciones de Instituto Linux Profesional para Perú, Ecuador y Bolivia, Hernán Pachas Magallanes, dijo que cuando utilizamos bien las herramientas Tecnológicas, estas se convierten en aliados importantes en el desarrollo de nuestros niños, que en un futuro no muy lejano tendrán que afrontar nuevos cambios para lo cual tienen que estar preparados.
El concepto de progreso y bienestar social adquieren sentido, cuando los avances tecnológicos del mundo moderno se aplican a la educación, agregó el ejecutivo, quien forma parte del colectivo a quien el Ministerio de Educación solicitó su opinión técnica sobre las OLPC.
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Presencia Cultural - Canal 7
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This is short video of Walter Benders, president of the software and content in the OLPC Fundation. He shows to us one of the best functions of the XO.
Copy/South Dossier
mayo 03, 2007
We are told that we live in the ‘digital revolution’ era and that we can communicate across the globe as we never could before. In fact, restrictive copyright laws still act as a serious barrier to sharing and learning from each other. This is particularly true in countries of the South where three quarters of the population live.
To read more, get a copy of the 208-page Copy/South Dossier produced in May 2006 by the Copy South Research Group after more than 18 months of research. Available at no charge, this unique dossier contains more than 50 articles examining many dimensions of the issue across the global South, such as access, culture, economics, libraries, education, software, the Internet, the public domain, and resistance. It is available at no charge.
To read more, get a copy of the 208-page Copy/South Dossier produced in May 2006 by the Copy South Research Group after more than 18 months of research. Available at no charge, this unique dossier contains more than 50 articles examining many dimensions of the issue across the global South, such as access, culture, economics, libraries, education, software, the Internet, the public domain, and resistance. It is available at no charge.
Mobile Opportunities: Poverty and Telephony Access in Latin America and the Caribbean
mayo 03, 2007
As part of the research project "Mobile Opportunities: Poverty and Telephony Access in Latin America and the Caribbean", DIRSI presents its background papers.
Our background research has identified the importance of mobile access to the poor, its process of growth as well as a series of regulatory and market barriers for increased mobile telephony access and use by the poor. Yet empirical studies of the social and economic implications of mobile use in the region based on demand analysis are rare.
The main goal of this research project is to understand the strategies employed by the poor in Latin America and the Caribbean to access and use mobile telephony services, and identify the major market and regulatory barriers to increased penetration and usage as well as business opportunities for the "bottom of the pyramid" users. We also seek to understand how mobile telephony access contributes to social and economic development- what we call mobile opportunities. A set of recommendations for policymakers and key stakeholders to help remove major access barriers, including identification of best-practice solutions to delivering mobile services to the "bottom of the pyramid" users, is a key project deliverable.
Our background research has identified the importance of mobile access to the poor, its process of growth as well as a series of regulatory and market barriers for increased mobile telephony access and use by the poor. Yet empirical studies of the social and economic implications of mobile use in the region based on demand analysis are rare.
The main goal of this research project is to understand the strategies employed by the poor in Latin America and the Caribbean to access and use mobile telephony services, and identify the major market and regulatory barriers to increased penetration and usage as well as business opportunities for the "bottom of the pyramid" users. We also seek to understand how mobile telephony access contributes to social and economic development- what we call mobile opportunities. A set of recommendations for policymakers and key stakeholders to help remove major access barriers, including identification of best-practice solutions to delivering mobile services to the "bottom of the pyramid" users, is a key project deliverable.
1@+tú=1€
abril 09, 2007
El proyecto 1@+tú=1€ consiste en una iniciativa del Principado de Asturias que, a través de la Fundación CTIC, pretende apoyar la ejecución de una serie de Proyectos de Cooperación al Desarrollo de la Sociedad de la Información (CDSI) de ámbito internacional. Queremos acercar la Sociedad de la Información a grupos que no tienen un fácil acceso a la misma, como medio para difundir la cultura y el conocimiento a todos los ciudadanos del mundo.
