1. Increasing exposure to different political systems and the ways in which they operate
2. Supporting the case for women using ICTs
3. Reducing the digital divide
4. The commercialism of learning artefacts
5. Impacting on the indigenous culture
6. Digital safety issues
7. Rural and urban challenges
8. Improving job opportunities
9. Changing pedagogies and/or reinforcing information transmission
10. What are the CAL community priorities?
10.1. Privacy
10.2. New ways about valuing things
10.3. Futures for teacher education
10.4. Fragmentation of Education Technologies
10.5. methods and methodology
10.6. Play programming
10.7. Rethinking the digital divide
10.8. The fragmentation of the research community
10.8.1. People and projects are in silos.
10.9. Social and political issues
10.10. New node
11. Which projects take account of constrained resources?
12. Who is working in the field at CAL11?
12.1. Ros Sutherland
12.2. Keri Facer
12.3. Lindsey Grant
12.4. Bozena Mannova
12.5. Jolly Rubagiza
12.6. Alphonse Uworwabayeho
12.7. Christine Plesh
13. Dear knowledge creators, feel free to add and move nodes as the debate progresses
14. New research tools
14.1. Using collaborative concept mapping as a means of involving teachers as co-researchers Preston/Leask/Pachler
14.2. Group discussion on methodologies recorded by Professot Loveless, University of Brighton
15. Key points
15.1. The researcher may not agree wih the priorities of a 'disadvantaged community'
15.1.1. Ros Sutherland
15.2. We should be teaching about programming as much as about application
15.2.1. Reference George Auckland
15.2.1.1. Some discussion about this on the ITTE Mailing list (see http://itte.org.uk/) and of course CAS is addressing this in more specific ways (see http://www.computingatschool.org.uk/)
15.2.2. Group discussion recorded by Anne Jones: Open University
15.3. we should be obsessed with curriculum content especially creationism for 10 year olds- we can teach evolution to 10 year olds using a computer
15.3.1. Richard Noss
15.3.1.1. Presumably this means we should NOT be obsessed with creationism, but instead with evolution?
15.4. We should be more politically aware as a community
15.4.1. Neil Selwyn
15.4.1.1. Just read Net Delusion: that's a good start
15.5. We need to join up with other disciplines in order to ask the right research questions about the impact on young people of digital technologies
15.5.1. Jean Underwood
15.6. Communities do not like to be called disadvantaged
15.6.1. Ros Sutherland
15.7. Technology can open up new kinds of knowledge that cannot be developed in any other way....
15.8. Do we focus on classrooms or class; education or social sciences- or both?
15.9. What are the implicit assumptions we are making about our resesearch?
16. 'Google Days' for learners in the community - no teachers, but vygotskian groups working on own projects (using new microbroadcasting technologies to distribute content at neighbourhood level).
16.1. I like the notion of neighbourhood level learning. We are learning more about the issues of social bonding in online contexts - that strong ties are embedded in RL not in VL, so combining RL and VL through neighbourhoods seems an interesting strategy to get the best of both sources of knowledge and action.
17. Debate speakers
17.1. Charles Crook
17.1.1. A narrative of hope:
17.2. Neil Selwyn
17.2.1. People in CAL do get 'social justice' but this does not come out in the research narrative which has a very instrumentsalist approach.