Molleindustria is an italian team of artists, designers and programmers that aims at starting a serious discussion about social and political implications of videogames. This will involve media activists, net-artists, habitual players and critics and detractors of videogames. We chose to start with online gaming in order to sidestep mainstream distribution channels and to overcome our lack of means.

Teens’ gaming experiences are diverse and include significant social interaction and civic engagement

The use of social media gains a greater foothold in teen life as they embrace the conversational nature of interactive online media

The logbook of a century offered you the opportunity to interview people. You gained some insight into the changeability of the phenomenon of ’travelling’. At the same time you learnt to conduct interviews and write them out, so that you gained insight into this specific genre of writing.

The SELF Platform is a repository with free educational and training materials on Free Software and Open Standards and an environment for the collaborative creation of new materials. Inspired by Wikipedia, the SELF Platform provides the materials in different languages and forms. The SELF Platform is also an instrument for evaluation, adaptation, creation and translation of these materials. Most importantly, the SELF Platform is a tool to unite community and professional efforts for public benefit.

The learning outcomes for this unit are: develop an appreciation of the impact digital video has on learning and teaching, assess what hardware and software you need to deploy DV in your classroom, become familiar with filming and editing techniques, plan and deliver a project that uses DV as a teaching tool.

When Amy Jo Kim’s son Gabriel says he wants to "watch videos," she knows he doesn’t mean DVDs or television. He wants YouTube. Gabriel, an intensely curious kid who’s about to turn 8, has been fascinated by everything from skateboarding and basketball to statistics about (...)

Three aspects are seen as focal points: new definitions of informatics curricula from women’s viewpoints, creation of test-fields for new educational concepts mainly in the context of summer courses, and further education of female university staff in informatics.

A while back I built a rolling laptop cart for old laptops we had at the school that were pretty useless trying to run Windows, but work wonderfully as thin clients. With 12 laptop stations adding to the existing 5-9 thin clients in each classroom, we can provide a class with an instant 1:1 ratio for activities like creative writing, research, etc.

The photo-documentary report entitled “ The Digital Dump: Exporting High-Tech Re-use and Abuse to Africa,” exposes the ugly underbelly of what is thought to be an escalating global trade in toxic, obsolete, discarded computers and other e-scrap collected in North America and Europe and sent to developing countries by waste brokers and so-called recyclers. The report includes evidence of numerous computer identification tags from schools and government agencies as well as forensic examinations of hard-drives picked up by BAN in Lagos, revealing very personal information about their previous owners.

There are general reasons why all computer users should insist on free software. It gives users the freedom to control their own computers—with proprietary software, the computer does what the software owner wants it to do, not what you want it to do. Free software also gives users the freedom to cooperate with each other, to lead an upright life. These reasons apply to schools as they do to everyone.

Free Software can be a valuable resource in education. Not only can it be technically or pedagogically superior to proprietary alternatives, but it can also promote the values of the GNU project in the schools: freedom and cooperation.