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.
數位落差,就是一個 45 歲的母親找不到工作, 因為她不知道怎麼用電腦。 數位落差,就是移民者不知道 可以免費打電話給家人。 數位落差,就是孩子 不會做家庭作業, 因為他無法取得資訊。 數位落差是新的文盲。 「數位落差」也被這樣定義: 能取得、和無法取得 資訊科技的個人和社區 之間的差距。
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.
這為什麼會發生?有三個原因。 第一,人們無法取得這些科技, 因為他們負擔不起。 第二,因為他們不知道如何使用。 第三,因為他們不知道 科技能帶來的好處。 讓我們先來看一些非常基本的統計。 世界的人口數接近 70 億。 這些人當中,大約有 20 億人 是數位的一份子。 這佔全世界人口的約 30%, 這表示,世界上剩下的 70% 人口── 接近 50 億人── 無法使用電腦或網路。 花點時間,想想那個數字。 50 億人;那是印度人口數的四倍, 他們從來沒有碰過電腦, 從來沒有上過網路。 這是我們在談論的數位深淵, 這並不是數位落差。
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.
這是克里斯哈里森所做的地圖, 展示出全世界的網路連結。 我們可以看到,大部份的網路連結 以北美以及歐洲為中心, 世界上其他地方, 則被數位落差的黑影給淹沒。 接著,我們能看到 全世界的連結,城市對城市, 可以發現,大部份產生出來的資訊, 產生在北美和歐洲之間, 世界其他地方並沒有把它們的 想法或資訊給傳播出來。 所以,那是什麼意思? 我們所居住的世界, 似乎在發生一場數位革命, 這裡的每個人都認為 我們是這場革命的一部份, 但世界上 70% 並非 數位一份子的人就不是。
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.
這是什麼意思? 不是數位一份子的人, 未來在勞工市場上將不會有競爭力, 他們不會被連結,得到的資訊較少, 比較不會被激勵, 且會比較不負責。 網際網路不該是奢侈品, 它應該是種權利, 因為它是 21 世紀 基本的社會必需品。 沒有它,我們無法運作。
(Applause)
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Thank you.
謝謝。
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?
它讓我們能夠與世界連結。 它賦予我們能力。 它帶給我們社會參與。 它是用來改變的工具。 我們要如何彌補數位落差? 有許多模型是用來彌補數位落差的, 它們嘗試把一般的人口都納入。 但,問題是:它們真的有用嗎?
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.
我相信在座每個人都知道 「一童一電腦」, 每個孩童能得到一台電腦。 這做法的問題是, 我們真的希望孩童把電腦帶回去 他們條件惡劣的家裡嗎? 我們也得要了解, 給予每個孩童一台電腦, 我們也把非常高的成本轉移給他們, 比如網路連結、電力、維修、 軟體、更新,通通要成本。 我們得要創造不同的模型, 能協助家庭而不是 帶給它們負擔的模型。 此外,別忘了碳足跡。 想像 50 億台筆電。 那種世界會是什麼樣子的? 想像它們會產生的有害殘留物。 想像一下垃圾。 如果我們給每個人一台電腦, 我們把這個數字乘以 50 億, 即使一台筆電只要 100 美元, 我們就需要 483 兆美元。 若我們只算年輕人, 10 ~ 24 歲的人。 即非數位一份子之人口的 30%。 那就是 145 兆美元。 哪個國家有這筆錢? 這不是個永續的模型。
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.
知道這點,我們創造了不同的模型。 我們創造了西班牙語的 RIA, 或英文的「學習及創新網路」。 它是個社區中心的網路, 透過科技的使用,帶來教育。 我們想要增加每台電腦的 使用者數,這麼一來, 我們就能降低基礎設備的成本, 每位使用者的成本, 我們就能把教育和科技 帶給這些社區中的每個人。
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 --
我們來看一個基本的比較。 RIA 有 1,650 台電腦。 如果我們用「一童一電腦」的模型, 搭配 1:1 的比例, 那麼我們就能讓 1,650 個使用者受益。 我們的做法則是設立中心, 中心的開放時間比學校還長, 且包含所有的人口── 我們最年輕的使用者只有三歲, 最老的是 86 歲── 用這方式,不到兩年, 我們觸及了十四萬個使用者, 這些人當中──
(Applause)
(掌聲)
Thank you.
謝謝。
out of which, 34,000 have already graduated from our courses.
其中三萬四千人 已經從我們的學程畢業。
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.
「一童一電腦」還有一個問題, 就是它無法保證 電腦被拿來做教育用途。 若沒有那些內容,科技就沒有用。 我們需要把它當作手段,不是目的。 我們是如何達成那麼高的影響力的? 你不能走到一個社區中 然後就假裝去改變它, 你得要考量許多的因子。 我們的做法稱為「都市針灸」。 我們一開始,是先去看 一個地點的基本地理狀況。 比如,埃卡提佩, 它是墨西哥人口密度 最高的自治市之一。 該地的收入水準很低。 所以我們去看它的基本 地理狀況,去看道路、街道、 行人流和車流。 接著我們會看收入、教育。 然後我們在那裡設立一個中心, 設在可以治癒整個身體的位置上, 一小支針就能改變城市身體。 就像這樣。
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.
所以,當透過科技來做教育時, 我們要考量四個基本元素。 第一,我們需要創造出空間。 我們需要創造出 對社區而言是歡迎的空間, 依據孩童、老人、以及該社區中 每個居民的需求來設計的空間。 我們我們創造出的這些空間, 用的全都是回收材料。 我們會用模組式建築結構 來降低生態衝擊。
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,連結。 我指的連結,並不單單是網路連結, 那太容易了。 我們需要建立的連結, 是人與人的連結。 網際網路是非常複雜的有機體, 它的燃料是人類的 想法、思維、以及情緒。 我們需要建立能協助 交換資訊的網路。
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,內容。 沒有內容,教育就沒有用。 我們不能假裝給一個孩童一台電腦 就是建立了關係。 所以我們創造了路徑, 非常基本的學習路徑, 即:教導人們如何用電腦、 如何用網際網路、 如何用 Office 軟體, 在 72 小時內,我們就 創造出了數位市民。 你不能假裝人們會自己去碰電腦, 然後就變成是數位的一份子, 你得要有流程。 在這之後,他們可以 走更長期的教育路徑,
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,教育訓練。 我們要訓練的不只是使用者, 也得要訓練會促進這些人學習的人。 當談到數位落差時, 人們會感到恥辱、恐懼; 人們不了解它如何能 補足他們的人生。 所以我們會訓練促進者, 讓他們能協助打破那種數位障礙。
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.
所以,我們有四個元素: 我們有創造出來的空間, 我們有連結, 我們有內容,我們有教育訓練。 所以我們創造了一個數位學習社區。 但還有一個元素, 也就是科技能創造出來的利益, 因為它並非書面、靜態的內容。 它是動態的、可修改的。 我們的做法是,我們提供內容, 接著我們做教育訓練, 然後我們分析使用者模式, 讓我們來改善內容。 它會創造出良性循環。 它讓我們在提供教育時, 能參考依據不同智能類型, 以及不同的使用者需求。 考量到這點, 我們得要把科技視為 是可以修改的東西, 根據人類過程來修改。
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.
我想分享個故事。 2006 年,我去住在這裡。 這是墨西哥最貧窮的社區之一。 我去拍攝一部紀錄片, 關於靠垃圾維生的人, 完全靠垃圾-連房子 也是用垃圾建造的, 他們吃垃圾,他們穿垃圾。 和他們住了兩個月之後, 看到那些孩童及他們的工作方式, 我了解到,唯一能夠改變並 打破貧窮循環的方式,就是教育。 我們能用科技把教育帶到這些社區。 這是另一張照片。
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.
故事的寓意是, 科技並不會拯救世界; 我們才會,而我們能 用科技來協助我們。 我相信在座各位都已經體會過; 推動科技的,是人類的能量。 讓我們用這股能量, 來讓世界更美好。
Thank you.
謝謝。
(Applause)
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