The digital divide is a mother that's 45 years old and can't get a job, because she doesn't know how to use a computer. It is an immigrant that doesn't know that he can call his family for free. It is a child who can't resolve his homework, because he doesn't have access to information. The digital divide is a new illiteracy. "Digital divide" is also defined as: the gap between individuals and communities that have access to information technologies and those that don't.
数字鸿沟是 一位45岁母亲找工作的绊脚石, 因为她不会使用电脑; 是一位新移民不知道 如何才能免费和他的家人联系; 是一个孩子没办法完成他的作业, 因为他不知道 如何才能找到他需要的信息。 数字鸿沟导致了新“文盲”的涌现。 “数字鸿沟”也可以被定义为: 那些有信息技术资源的个人和社区 和那些没有信息技术资源的 个人和社区之间的鸿沟。 这种现象是怎么来的呢? 我认为有三个原因。
Why does this happen? It happens because of 3 things. The first is that people can't get access to these technologies because they can't afford them. The second is because they don't know how to use them. The third is because they don't know the benefits derived from technology. So let's consider some very basic statistics. The population of the world is nearly seven billion people. Out of these, approximately two billion are digitally included. This is approximately 30% of the entire world population, which means that the remaining 70% of the world -- close to five billion people -- do not have access to a computer or the internet. Let's think about that number for a second. Five billion people; that's four times the population of India, that have never touched a computer, have never accessed the internet. So this is a digital abyss that we're talking about, this is not a digital divide.
第一是人们因为没有钱 而无法接触到这些技术。 第二是因为他们不知道 如何使用这些技术。 第三是因为他们不知道 这些科技能为他们带来哪些好处。 让我们来看看一些非常简单的数据: 世界上的人口接近70亿人, 其中大约有20亿人是 生活在这个数字世界里的。 这大概占到世界总人口的30%, 也就是说剩下的70%, 将近50亿人, 没有电脑或网络。 让我们仔细思考一下这个数据。 50亿人,是印度人口的四倍; 他们从来没有 接触过电脑或者互联网。 所以这何止是个数字鸿沟, 简直就是一个数字深渊。
Here we can see a map by Chris Harrison that shows the internet connections around the world. What we can see is that most of the internet connections are centered on North America and Europe, while the rest of the world is engulfed in the dark shadow of digital divide. Next, we can see connections, city-to-city, around the world, and we can see that most of the information generated is being generated between North America and Europe, while the rest of the world is not broadcasting their ideas or information. So what does this mean? We are living in a world that seems to be having a digital revolution, a revolution that everyone here thinks that we're part of, but the 70% of the world that is digitally excluded is not part of this.
这是 Chris Harrison 绘制的地图, 显示了世界各地的网络使用情况。 我们看到,网络连接最密集的地区 是北美和欧洲。 而剩下的地区则仍被笼罩在 数字鸿沟的阴影中。 接着我们可以看到 城市与城市之间的连接, 而信息生产和流通最多的地方 仍旧是北美和欧洲, 而其它地方 没有在传播自己的信息或思想。 那这是什么意思呢? 虽然我们似乎生活在 一个正在发生数字革命的世界, 一场在座的所有人都认为 我们正在参与的革命, 但是世界上还有70%的人 却被排除在这个世界之外。
What does this mean? Well, the people that will be digitally excluded won't be able to compete in the labor markets of the future, they won't be connected, they'll be less informed, they'll be less inspired and they'll be less responsible. Internet should not be a luxury, it should be a right, because it is a basic social necessity of the 21st century. We can't operate without it.
这代表着什么? 没有接触过数字世界的人们, 无法在未来的劳动力市场里竞争, 无法与世界连接, 无法获得信息, 无法获得灵感, 也无法承担起责任。 互联网不应该是一件奢侈品, 它应该是一项权利, 因为在21世纪,互联网已是 社会的必需品。 没有互联网,世界无法运转。
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Thank you.
谢谢。
It allows us to connect to the world. It empowers us. It gives us social participation. It is a tool for change. And so, how are we going to bridge this digital divide? Well, there are many models that try and bridge the digital divide, that try and include the population at large. But the question is: Are they really working?
互联网让我们得以连接世界。 网络给了我们力量。 网络使我们能够参与社会, 成就改变。 所以我们到底应该 怎么越过这个“数字鸿沟”呢? 的确,有不少模型试图消除数字鸿沟, 并争取让大多数人进入数字世界。 但问题是:有作用吗?
I'm sure everybody here knows One Laptop per Child, where one computer is given to one child. The problem with this is, do we really want children to take computers to their homes, homes that have adverse conditions? And we also must understand that by giving a child a computer, we're also transferring costs, very high costs, such as internet connection, electricity, maintenance, software, updates. So we must create different models, models that help the families rather than add a burden on them. Also, let's not forget about the carbon footprint. Imagine five billion laptops. What would the world look like then? Imagine the hazardous residue that would be generated from that. Imagine the trash. So if we give one computer to one person, and we multiply that times five billion, even if that laptop is a hundred dollars, then we would have 483 trillion dollars. Now let's consider we're only counting the youth, ages 10 to 24. That's approximately 30% of the digitally excluded population. Then that would be 145 trillion dollars. What nation has this amount of money? This is not a sustainable model.
让我们看看“一孩一电脑” (OLPC)这个项目: 每个孩子会收到一台电脑。 问题是, 我们真的想让孩子把电脑带回到 他们条件有限的家里吗? 要知道,在给孩子电脑的同时, 我们也在转让成本,很高的成本, 如网络连接、电力、 维护、软件、更新等等。 所以我们必须创造不同的模型, 能给家庭提供帮助 而不是带来负担的模型。 还有,我们别把碳足迹给忘了。 想象一下50亿台电脑。 那时的世界会是怎么样的? 想象下这会带来的有害垃圾, 想想这垃圾。 如果我们给每人1台笔记本电脑, 乘50亿, 即使每台电脑100美元(650人民币), 那就是483万亿美元。 现在让我们只考虑10~24岁的青年, 他们占生活在数字世界之外的 总人口的30%左右。 那就是145万亿美元。 世界上哪个国家有这一笔钱呢? 这不是一个可持续发展的模型。
So with this in mind, we created a different model. We created the RIA, in Spanish, or in English, Learning and Innovation Network, which is a network of community centers that bring education through the use of technology. We wanted to increase the number of users per computer in such a way that we could dilute the cost of infrastructure, the cost per user, and that we could bring education and technology to everybody within these communities.
考虑到这些, 我们创造了一个不同的模型。 我们创造了RIA 模型, 也就是,学习和创新网络。 它是一系列配备电脑设备的社区中心, 通过科技促进教育。 我们想增加每台电脑的用户量, 这样可以降低设备的成本, 平均到每个用户的成本, 让我们可以真正把教育和技术, 带给这些社区中的每一个人。
Let's look at a basic comparison. The RIA has 1,650 computers. If we had used the One Laptop per Child model of a 1 to 1 ratio, then we would have benefited 1,650 users. What we did instead is set up centers that have longer hours of operation than schools, that also include all of the population -- our youngest user is 3 years old, the oldest is 86 -- and with this, in less than two years, we were able to reach 140,000 users, out of which --
让我们看个基本的对比: RIA 有1650台电脑。 如果我们用“一孩一电脑” (OLPC) 的模型—— 小孩和电脑1:1的比例, 那我们只能服务1650个用户。 而我们则是成立了多个中心, 营业时间比学校还长, 也面向所有人群: 我们最小的用户3岁,最大的86岁。 就这样,我们在不到两年的时间 服务了14万用户 其中有--
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(掌声)
Thank you.
谢谢。
out of which, 34,000 have already graduated from our courses.
其中有34000人 已经完成了我们的课程。
Another thing with One Laptop per Child is that it doesn't guarantee the educational use of a computer. Technology is nothing without that content. We need to use it as a means, not as an end. How did we accomplish such a high impact? Well, you can't just go into a community and pretend to change it, you need to look at a lot of factors. So what we do is a thing we call "urban acupuncture." We first start by looking at the basic geography of a site. So take, for example, Ecatepec. This is one of the most densely populated municipalities in Mexico. It has a very low income level. So we look at the basic geography, we look at roads, streets, the flux of pedestrians and vehicles. Then we look at income, we look at education. Then we set up a center there in the place that's going to heal the body, a little needle to change the city body. And there we go.
“一孩一电脑” (OLPC) 的 另一个问题是它也不能保证 电脑会真的用在教育上。 技术如果没了内容就没有意义。 我们需要把它当作工具, 而不是目的。 那我们是如何取得这样的成效的呢? 改变一个社区需要实实在在的行动, 你需要考虑很多因素。 我们把我们采取的方法 称之为“城市针灸”: 我们先了解目标地点的基本地理特征。 举个例子,我们来看Ecatepec: 墨西哥人口最集中的城市之一。 这里的人们收入非常低。 我们会了解基本的地理信息, 我们会看公路、街道、 行人和车辆的流动。 我们还会看收入、教育等。 然后我们再在可以治愈社区的地方 建立一个中心, 在那里插一根针, 以改变整个城市的健康状况。 这样就行了。
And so, there are four basic elements that we need to consider when we're using education through technology. The first one is we need to create spaces. We need to create a space that is welcoming to the community, a space that is according to the needs of the children and of the elders and of every possible person that lives within that community. So we create these spaces that are all made with recycled materials. We use modular architecture to lower the ecological impact.
当我们想要通过科技促进教育时, 我们需要考虑四个基本的要素: 第一,我们需要建立空间。 我们需要建立 对社区成员友好的空间, 一个考虑了社区所有人需求的空间, 从老人到小孩, 每一个生活在社区的人。 我们的空间 用的都是回收过的材料。 为了环保,我们用了模块化建筑 以减少生态影响。
And second, connection. By connection, I mean not only a connection to the internet, that's too easy. We need to create a connection that's an interconnection of humans. The internet is a very complex organism that is fueled of the ideas, the thoughts and the emotions of human beings. We need to create networks that aid in exchanging information.
第二个要素是,连接。 这里我说的不只是网络连接, 那没什么难的。 我们需要的是 建立人与人之间的连接。 互联网是一个非常复杂的生物。 它的燃料是想法, 人们的思想和情感。 我们需要的是 帮助人们交换信息的网络。
Third, content. Education is nothing without content. And you can't pretend to have a relationship of only a computer with a child. So we create a route, a very basic learning route, where we teach people how to use a computer, how to use the internet, how to use office software, and in 72 hours, we create digital citizens. You can't pretend that people are just going to touch a computer and become digitally included, you need to have a process. And after this, then they can take on a longer educational route.
第三个要素,内容。 没有内容的教育什么也不是。 你不能塞给每个孩子一台电脑 就算完事了。 所以我们打造了一个路径, 一个很基础的学习路径。 我们教人们怎么用电脑, 怎么用互联网,怎么用办公软件。 就这样,72小时内, 我们教出了数字公民。 你不能假装 人们只要触碰了电脑 就能马上融入数字世界; 你需要一个过程。 在基础教学后,人们方可 继续更长远的教育之路。
And then fourth, training. We need to train not only the users, but we need to train the people that will facilitate learning for these people. When you're talking about the digital divide, people have stigmas, people have fears; people don't understand how it can complement their lives. So what we do is train facilitators so that they can help in breaking that digital barrier.
第四个要素,训练。 我们需要训练的不只是用户, 还有会帮助这些用户学习的人们。 说到数字鸿沟时, 人们会感到耻辱、恐惧; 人们不理解技术如何可以 改善他们的生活。 所以我们会训练工作人员, 让他们可以为 打破数字鸿沟出一份力。
So, we have four elements: we have a space that's created, we have a connection, we have content and we have training. We have created a digital learning community. But there is one more element, which is the benefits that technology can create, because it is not printed, static content. It is dynamic; it is modifiable. So we have we do is, we provide content, then we do training, then we analyze the user patterns so that we can improve content. So it creates a virtuous circle. It allows us to deliver education according to different types of intelligence and according to different user needs. With this in mind, we have to think that technology is something that can modify according to human processes.
总结一下,我们有四个要素: 我们有创造好的空间, 我们有连接, 我们有内容,我们有训练。 我们创造了一个数字学习的社区。 但其实还有一个元素, 就是技术可以带来的好处, 因为数字世界不是固定的。 它是动态的,可以改变的。 所以我们做的是提供内容和教学, 然后通过分析 用户的使用情况来改进内容。 这形成了一个良性循环。 这样我们可以根据 不同信息种类和使用者需求 来提供合适的教育。 鉴于这一点, 我们应该把技术视作一个 我们可以根据人类需求进行调整的东西。
I want to share a story. In 2006, I went to live here. This is one of the poorest communities in all of Mexico. I went to film a documentary on the people that live off trash, entirely of trash -- their houses are built with trash, they eat trash, they dress in trash. And after two months of living with them, of seeing the children and the way they work, I understood that the only thing that can change and that can break the poverty cycle is education. And we can use technology to bring education to these communities. Here is another shot.
我想分享一个故事。 2006年,我去了这里。 这是墨西哥最贫穷的社区之一。 我是去拍摄一个纪录片, 记录这些以垃圾为生的人, 真的全部都靠垃圾: 房子是用垃圾建的, 吃的是垃圾,穿的是垃圾。 和他们住了两个月后, 我看到那些孩子及他们的工作方式, 我理解了唯一可以改变现状, 可以打破贫穷循环的东西 就是教育。 而我们可以通过科技 把教育带到这些社区。 这是另一张照片。
The main message is that technology is not going to save the world; we are, and we can use technology to help us. I'm sure everybody here has experienced it; what moves technology is human energy. So let's use this energy to make the world a better place.
通过这个故事我想说的是, 科技不会拯救世界; 我们才行,而我们可以 利用科技来帮助我们。 我相信在座的各位也都有此经历; 科技的推动来源于人类的力量。 所以让我们用这力量 把世界变得更美好吧!
Thank you.
谢谢。
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