Not all children live in the cities. Of the 53 Alaska's School Districts, less than one-third are in what we would refer to as towns or cities. Where do they live? How remote a location do they call home? How do they access their education? Is there technology available to assist them?
In Juneau we surveyed our families. Approximately 90% of the students and their families access information electronically via the web. This is a great way to connect with school, within the city, and to access information nationally and internationally. However, the data shows that 10% of the students do not have access to electronic media. What is the Juneau community doing to assist students in the learning process. Yes, we do have a few libraries that have some internet access. However, those of our students that live "out the road" don't have easy access to the public libraries.
So let's reflect this issue over the state of Alaska. If 90% of all Alaskan children had internet access at home, that would still leave 10%. Those 10% may not be able to find access in their communities. What are their communities and school districts doing to help them access learning? Are they only following traditional ways of communication? How many of the teachers of these "10%" are fluent in today's learning technology? Are they using the technology?
I think it is important for people to know their "place." They must know the place from the inside looking out and also from the outside looking in. Perspective gives people information about their place and how it is perceived by others.
People say that all cultures and locations are "interdependent." Although many Alaskans are independent and enjoy the feeling of being all alone, Alaska is dependent on others for information, travel, commodities, outside tourist revenue, and at times support. We must recognize our need for others. It just takes one crisis or disaster for people to realize just how small they are in their "place" and how much the people of their "place" need others.
In Juneau we must travel by air or boat to "get out." There are no roads like other places in the state and the feeling of isolation can be intense at times. And with a short 1 1/2 flight we can be in Anchorage or Seattle. From January to April we "juneau-ites" reconize our city's importance as legislators from all over Alaska come to visit. With the legislators come their support teams as well as additional reporters and interested parties. We know how important our "place" is when the others come to congregate here. We also recognize how small we are in Juneau in comparison to all the other places in Alaska.
I think our students are like this. Their world (or "place") is their school and their community -- and perhaps their town. But when they are introduced to others from around the planet, their "place" becomes more important. They begin to see cultural and economic connections between "their place" and "others' places." I think this is our job as educators, to help students really know their place and then to look outside to connect with other "places."
Brad you made a lot of really great points throughout your blog. I am curious too regarding how many educators of that 10% population are fluent in today’s learning technology. In your essential question about “place” I agree that people don’t really see how much they rely on others until there is a crisis or disaster. Students need to learn to make these connections before something like a crisis or disaster occurs.
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