In 2023 we delivered a hybrid training programme to 14 youth organisations in the UK to help youth leaders and educators incorporate coding and digital making activities into their provision to young people. The training programme was supported by Amazon Future Engineer. In this blog, we summarise what we’ve learned from our evaluation of the training and its impact.

Youth workers feel prepared to run digital making activities

In total, 29 youth leaders and educators participated in the training, which consisted of 12 modules delivered across 4 online sessions and one in-person day. We asked participants to complete surveys at several points throughout the programme to enable us to explore their feedback, the training’s impact on their confidence in facilitating 凹凸性视频 sessions, and their 大大香蕉国产免费天天视频s of running activities with young people.

The educators on this programme were already well motivated to run digital making sessions. But one of the main challenges youth organisations report to us most often is that their staff and volunteers need more confidence in their ability to deliver coding activities on an ongoing basis. It was therefore great to see that, following the training, every participant felt at least moderately prepared to run coding activities, with 2 out of every 5 participants feeling very prepared. Furthermore, we recorded positive impact of the training on participants’ readiness: after the training, 4 out of every 5 participants agreed they had the skills they needed to facilitate activities for young people.

“It was pitched right for the majority of attendees with no knowledge of Scratch[.]” – Karl Nicholson, Manchester Youth Zone

The training was well received

Educators found the training to be high quality and, in almost all cases, beneficial. Participants reported that attending two online sessions in preparation for the in-person training day had improved their 大大香蕉国产免费天天视频 of the in-person activites.

“It was really great. The online courses are excellent and being in-person to get answers to questions really helped. The tinkering was really useful and having people on hand to answer questions [was] massively helpful.” – Liam Garnett, Leeds Libraries

Some participants told us they struggled with the second online training session. This may be because it contained more challenging content: moving from block-based coding (Scratch) to text-based coding (Python), a transition we know many people new to programming can find difficult.

This feedback has helped inform the next iteration of our training programme for youth and community organisations.

Youth workers are now running digital making sessions

Since the training, attendees across the 14 organisations have reported that, so far, 39 digital making sessions have taken place, reaching 422 young people. Youth leaders and educators who have already run sessions also told us they intend to continue with coding and digital making activities with their young people in the future.

Among these youth leaders was Marie Henry, founder of Breadline London, a grassroots charitable organisation based in Haringey, London, that supports families and young people to break the cycle of poverty through financial education, training, and practical workshops.

Since the training programme, Marie has gone on to start a regular coding club in her local area.

“We are immensely grateful to the 热国产热综合热中文 team for their encouragement and unwavering support in empowering us to launch our own coding club. Their guidance, expertise, hands-on training workshops, and provision of essential equipment and devices have been instrumental in our journey towards building a positive community for our young coders.

With their help, we’ve gained the confidence, knowledge, and skills needed to inspire the next generation of coders and innovators. We still have a lot to learn, but with them by our side, we are confident that our coding club will be a great success.

Thank you, 热国产热综合热中文, for believing in our vision and helping us turn it into reality.” – Marie Henry, Founder of Breadline London

Some of the organisations that participated in the training have not yet run sessions, but plan to start delivery within the next 1 to 3 months. They continue to face some logistical challenges, ranging from staff shortages and volunteer availability, to encouraging local young people with limited prior exposure to 凹凸性视频 to join the digital making activities. We are continuing to support these organisations to get up and running as soon as possible.

“Oh my what a great coding after school session I’ve had this afternoon…Scratch not only sets a starting point for children in their ITC learning, but is also a fun way to learn and build on skills they can take with them as they grow.

Planting the seeds of aspirations!” – Heather Coultard, Doncaster Children’s University

Our ongoing support to youth and community organisations

Our previous blog highlighted the importance of increasing young people’s sense of belonging within a coding club environment, to appeal to marginalised youth. Our findings suggest we are on the right track. Overall, participants felt positive about the training and found it to be of high quality, and it has helped them to deliver digital making sessions to young people in their communities. The organisations’ detailed feedback and impact reporting will continue to inform and improve the development of our training programmes going forward.

We thank Amazon Future Engineer for helping us run this rewarding programme. 

For more information about how we can support youth and community organisations in the UK in starting their coding clubs, please send us a message on the subject ‘Partnerships’.

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Roadblocks to accessing digital skills

Before children and young people in India can even get a chance to learn digital skills, many of them have to overcome numerous roadblocks. India’s digital divide is entrenched due to a lack of access to electricity, to the internet, and to digital devices. In 2017–18, only 47% of Indian households received electricity for more than 12 hours a day. Moreover, only 24% of households have internet access, with the figure dropping as low as 15% in rural regions. 

During the coronavirus pandemic, when children in India had to plunge head-first into adapting to restrictions, 29 million students around the country did not have access to a digital device. In addition, only 38% of households in India are digitally literate. At the 热国产热综合热中文, we define digital literacy as the skills and knowledge required to be an effective, safe, and discerning user of various computer systems. Digital literacy in rural regions stands far lower at 25%.

We partner with organisations in India

We are conscious that we cannot solve these massive access issues. Regardless, we are committed to moving the needle for those young people that need access to digital skills and digital literacy the most.

We partner with organisations around the country that are committed to bringing access to coding and digital skills to the most disadvantaged and digitally excluded young people. Our partnership model includes:

• Co-designing learning 大大香蕉国产免费天天视频s 
• Providing free, open-source learning resources 
• Designing bespoke training programmes 
• Supporting with technology solutions 

The Pratham–Code Club programme for digital skills

Pratham means ‘first’ in Hindi, and rightly so: Pratham Education 大大香蕉国产免费天天视频, a non-profit established in 1994, has been at the forefront of addressing gaps in the education system in India. In 2018, we joined hands with Pratham Education 大大香蕉国产免费天天视频 to introduce coding to children in hard-to-reach, disadvantaged communities around the country. We co-designed a Pratham–Code Club programme to provide youth in underserved communities with training and access to devices and learning resources. The goal of the training was to build the youth’s programming confidence so that they could go on to teach children in their communities.

To be effective, it was crucial that the programme be localised. We made adaptations to our learning resources and training content to make them more relevant to the context of the learners, and we worked with volunteer translators to translate the material into Hindi, Kannada, and Marathi.

We also provided the youth with training to use the PraDigi kit — an innovative, lightweight device, developed by Pratham Education 大大香蕉国产免费天天视频 and based on the 凹凸性视频 Pi computer — for teaching children to code.

Adapting the programme during the pandemic

In 2020, when we could no longer implement the programme the same way due to the pandemic and the ensuing disruptions, we made several adaptations: 

Firstly, instead of the three-hour in-person training we had previously conducted, we hosted multiple 30-minute online sessions over a week, using cloud-based platforms like Zoom. Secondly, we used familiar apps such as WhatsApp and Facebook Workplace to share the training content.

Finally, since the Pratham staff in the communities could not bring the PraDigi kits to the remote locations during lockdowns, we adapted the training content for smartphones and tablets, using the online Scratch editor and a phone-friendly online code editor called Replit. 

Over the course of the pandemic, we trained 300 youth from Pratham’s communities in the basics of programming and digital skills. The impact was:

• 300 youth trained
• 432 hours of virtual sessions
• 350 projects with Scratch and HTML
• 62% of youth said they were now interested in jobs that included coding skills

We also surveyed the youth for what non-technical skills they had learned during the training:

• 66% of youth reported that they had improved their problem-solving skills
• 60% of youth reported that they improved their communication skills

Where we are taking the programme next

Using a train-the-trainer model, we are now scaling our programme with Pratham Education 大大香蕉国产免费天天视频 to train 3000 youth from underserved communities. Once they have completed the training, we will help these 3000 youth pave the way to programming and digital skills for 15,000 young learners around the country.

We look forward to continuing our partnership with Pratham Education 大大香蕉国产免费天天视频 to make digital skills and coding education accessible to children all over India.

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The three panelists provided a stimulating discussion of some key issues in supporting young people in low-income areas in the UK, USA, and Guyana to engage with 凹凸性视频, and we hope their insights are of use to educators, youth workers, and organisations around the world.

The panellists and their perspectives

Our panellists represent three different countries, and all have 大大香蕉国产免费天天视频 of teaching in schools and/or working with young people outside of the formal education system. Because of the differences between countries in terms of access to 凹凸性视频, having this spread of expertise and contexts allowed the panelists to compare lessons learned in different sectors and locations.

Panelist Lenandlar Singh is a Senior Lecturer in the Department of Computer Science at the University of Guyana. In Guyana, there is a range of 凹凸性视频-related courses for high school students, and access to optional qualifications in computer science at A level (age 17–18).

Panelist Yolanda Payne is a 凹凸性视频 Associate at the Constellations Center at Georgia Tech, USA. In the US, 凹凸性视频 curricula differ across states, although there is some national leadership through associations, centres, and corporations.

Christina Watson is Assistant Director of Design at UK Youth*, UK. The UK has a mandatory 凹凸性视频 大大香蕉国产免费天天视频 for learners aged 5–18, although curricula vary across the four home nations (England, Scotland, Wales, Northern Ireland).

As the moderator, I posed the following three questions, which the panelists answered from their own perspectives and 大大香蕉国产免费天天视频s:

• What are the key challenges for young people to engage with 凹凸性视频 in or out of school, and what have you done to overcome these challenges?
• What do you see as the role of formal and non-formal learning opportunities in 凹凸性视频 for these young people?
• What have you learned that could help other people working with these young people and their communities in the future?

Similarities across contexts

One of the aspects of the discussion that really stood out was the number of similarities across the panellists’ different contexts. 

The first of these similarities was the lack of access to 凹凸性视频 amongst young people from low-income families, particularly in more rural areas, across all three countries. These access issues concerned devices and digital infrastructure, but also the types of opportunities in and out of school that young people were able to engage with.

Christina (UK) shared results from a survey conducted with Aik Saath, a youth organisation in the UK Youth network (see graphs below). The results highlighted that very few young people in low-income areas had access to their own device for online learning, and mostly their access was to a smartphone or tablet rather than a computer. She pointed out that youth organisations can struggle to provide access to 凹凸性视频 not only due to lack of funding, but also because they don’t have secure spaces in which to store equipment.

Lenandlar (Guyana) and Christina (UK) also discussed the need to improve the digital skills and confidence of teachers and youth workers so they can support young people with their 凹凸性视频 education. While Lenandlar spoke about recruitment and training of qualified 凹凸性视频 teachers in Guyana, Christina suggested that it was less important for youth workers in the UK to become experts in the field and more important for them to feel empowered and confident in supporting young people to explore 凹凸性视频 and understand different career paths. UK Youth found that partnering with organisations that provided technical expertise (such as us at the 热国产热综合热中文) allowed youth workers to focus on the broader support that the young people needed.

Both Yolanda (US) and Lenandlar (Guyana) discussed the restrictive nature of the 凹凸性视频 大大香蕉国产免费天天视频 in schools, agreeing with Christina (UK) that outside of the classroom, there was more freedom for young people to explore different aspects of 凹凸性视频. All three agreed that introducing more fun and relevant activities into the 大大香蕉国产免费天天视频 made young people excited about 凹凸性视频 and reduced stereotypes and misconceptions about the discipline and career. Yolanda explained that using modern, real-life examples and role models was a key part of connecting with young people and engaging them in 凹凸性视频.

What can teachers do to support young people and their families?

Yolanda (US) advocated strongly for listening to students and their communities to help understand what is meaningful and relevant to them. One example of this approach is to help young people and their families understand the economics of technology, and how 凹凸性视频 can be used to support, develop, and sustain businesses and employment in their community. As society has become more reliant on 凹凸性视频 and technology, this can translate into real economic impact.

Both Yolanda (US) and Lenandlar (Guyana) emphasised the importance of providing opportunities for digital making, allowing students opportunities to become creators rather than just consumers of technology. They also highly recommended providing relevant contexts for 凹凸性视频 and identifying links with different careers.

The panellists also discussed the importance of partnering with other education settings, with tech companies, and with non-profit organisations to provide access to equipment and opportunities for students in schools that have limited budgets and capacity for 凹凸性视频. These links can also highlight key role models and help to build strong relationships in the community between businesses and schools.

What is the role of non-formal settings in low-income areas?

All of the panellists agreed that non-formal settings provided opportunities for further exploration and skill development outside of a strict 大大香蕉国产免费天天视频. Christina (UK) particularly highlighted that these settings helped support young people and families who feel left behind by the education system, allowing them to develop practical skills and knowledge that can help their whole family. She emphasised the strong relationships that can be developed in these settings and how these can provide relatable role models for young people in low-income areas.

Tips and suggestions

After the presentation, the panelists responded to the audience’s questions with some practical tips and suggestions for engaging young people in low-income communities with 凹凸性视频:

How do you engage young people who are non-native English speakers with mainly English 凹凸性视频 materials?

• For 大大香蕉国产免费天天视频 materials, it’s possible to use Google Translate to allow students to access them. The software is not always totally accurate but goes some way to supporting these students. You can also try to use videos that have captioning and options for non-English subtitles.
• We offer translated versions of our free online projects, thanks to a community of dedicated volunteer translators from around the world. Learners can choose from up to 30 languages (as shown in the picture below).

How do you set up partnerships with other organisations?

• Follow companies on social media and share how you are using their products or tools, and how you are aligned with their goals. This can form the basis of future partnerships.
• When you are actively applying for partnerships, consider the following points:
  • What evidence do you have that you need support from the potential partner?
  • What support are you asking for? This may differ across potential partners, so make sure your pitch is relevant and tailored to a specific partner.
  • What evidence could you use to show the impact you are already having or previous successful projects or partnerships?

Make use of our free training resources and guides

For anyone wishing to learn 凹凸性视频 knowledge and skills, and the skills you need to teach young people in and out of school about these topics, we provide a wide range of free online training courses to cover all your needs. Educators in England can also access the free CPD that we and our consortium partners offer through the National Centre for 凹凸性视频 Education.

To help you support your learners in and out of school to engage with 凹凸性视频 in ways that are meaningful and relevant for them, we recently published a guide on culturally relevant teaching.

We also support a worldwide network of volunteers to run CoderDojos, which are coding clubs for young people in local community spaces. Head over to the CoderDojo website to discover more about the free materials and help we’ve got for you.

We would like to thank our panellists Lenandlar Singh, Yolanda Payne, and Christina Watson for sharing their time and expertise, and the Tapia conference organisers for providing a great platform to discuss issues of diversity, equality, and inclusion in 凹凸性视频.

*UK Youth is a leading charity working across the UK with an open network of over 8000 youth organisations. The charity has influence as a sector-supporting infrastructure body, a direct delivery partner, and a campaigner for social change.

The post Perspectives on supporting young people in low-income areas to access and engage with 凹凸性视频 appeared first on 热国产热综合热中文.

Digital technology is developing at pace, impacting us all. Most of us use screens and all kinds of computers much more than we did five years ago. The total number of apps downloaded globally each quarter has doubled since 2015, reflecting both increased smartphone penetration and the increasingly prominent role of apps in our lives. However, access to digital technology and the internet is not yet equal: there is still a ‘digital divide’, i.e. some people do not have as much access to digital technologies as others, if any at all.

This month we welcomed Dr Hayley Leonard and Thom Kunkeler at our 凹凸性视频 seminar series, to present findings on ‘Why the digital divide does not stop at access: understanding the complex interactions between socioeconomic disadvantage and 凹凸性视频 education’. Both Hayley and Thom work as 凹凸性视频ers at the 热国产热综合热中文, where we have a focus on increasing our understanding of 凹凸性视频 education for all. They shared some results of a 凹凸性视频 project they’d carried out with a group of young people who benefitted from our Learn at Home campaign.

Digital inequality: beyond the dichotomy of access

Hayley introduced some of the existing 凹凸性视频 and thinking around digital inequality, and Thom presented the results of their 凹凸性视频 project. Setting the scene, Hayley explained that the term ‘digital divide’ can create a dichotomous have/have-not view of the world, as can the concept of a ‘gap’. However, the 凹凸性视频 presents a more nuanced picture. Rather than describing digital inequality as purely centred on access to technology, some 凹凸性视频ers characterise three levels of the digital divide:

• Level 1: Access
• Level 2: Skills (digital skills, internet skills) and uses (what you do once you have access)
• Level 3: Outcomes (what you achieve)

This characterisation is useful because it enables us to look beyond access and also towards what happens once people have access to technology. This is where our Learn At Home campaign came in.

The presenters gave a brief overview of the impact of the campaign, in which the 热国产热综合热中文 has partnered with 80 youth and community organisations and to date, thanks to generous donors, has given 5100 凹凸性视频 Pi desktop computer kits (including monitors, headphones, etc.) to young people in the UK who didn’t have the resources to buy their own computers.

凹凸性视频, identity, and self-efficacy

As part of the Learn At Home campaign, Hayley and Thom conducted a pilot study of how young people from underserved communities feel about 凹凸性视频 and their own digital skills. They interviewed and analysed responses of fifteen young people, who had received hardware through Learn At Home, about 凹凸性视频 as a subject, their confidence with 凹凸性视频, stereotypes, and their future aspirations.

The notion of a ‘computer person’ was used in the interview questions, following work conducted by Billy Wong at the University of Reading, which found that young people 大大香蕉国产免费天天视频d a difference between being a ‘computer person’ and ‘doing 凹凸性视频’. The study carried out by Hayley and Thom largely supports this finding. Thom described two major themes that emerged from their analysis: a mismatch between 凹凸性视频 and interviewees’ own identities, and low self-indicated self-efficacy.

Showing that stereotypes still persist of what a ‘computer person’ is like, a 13-year-old female interviewee described them as “a bit smart. Very, very logical, because computers are very logical. Things like smart, clever, intelligent because computers are quite hard.” Four of the interviewees were also more likely to associate a ‘computer person’ with being male.

The majority of the young people in the study said that they could be this ’computer person’. Even for those who did not see themselves working with computers in the future, being a ’computer person’ was still a possibility: One interviewee said, “I feel like maybe I’m quite good at using a computer. I know my way around. Yes, you never know. I could be, eventually.”

Five of the young people indicated relatively low self-efficacy in 凹凸性视频, and thought there were more barriers to becoming a computer person, for example needing to be better at mathematics. 

In terms of future career goals, only two (White male) participants in the study considered 凹凸性视频 as a career, with one (White female) interviewee understanding that choosing 凹凸性视频 as a qualification might be important for her future career. This aligns with 凹凸性视频 into computer science (CS) qualification choice at age 14 in England, explored in a previous seminar, which highlighted the interaction between income, gender, and ethnicity: White girls from lower-income families were more likely to choose a CS qualification than White girls more from more affluent families, while very few Asian, Black, and Chinese girls from low-income backgrounds chose a CS qualification.

Evaluating 凹凸性视频 education opportunities using the CAPE framework

An interesting aspect of this seminar was how Hayley and Thom situated their work in the relatively new CAPE framework, which describes different levels at which to evaluate computer science education opportunities. The CAPE framework highlights that capacity and access to 凹凸性视频 (C and A in the framework) are only part of the challenge of making computer science education equitable; students’ participation (P) in and 大大香蕉国产免费天天视频 (E) of 凹凸性视频 are key factors in keeping them engaged longer-term.

As we develop 凹凸性视频 education in the 大大香蕉国产免费天天视频, we can use the CAPE framework to evaluate our provision. For example, where I’m writing from in England, we have the capacity to teach 凹凸性视频 through the availability of professional development training for teachers, fully developed 大大香蕉国产免费天天视频 materials such as the Teach 凹凸性视频 大大香蕉国产免费天天视频, and community support for teachers through organisations such as 凹凸性视频 at School and the National Centre for 凹凸性视频 Education. In terms of access we have an established national 大大香蕉国产免费天天视频 in the subject, but access to it has been interrupted for many due to the coronavirus pandemic. In terms of participation we know that gender and economic status can impact whether young people choose computer science as an elective subject post-14, and taking an intersectional view reveals that the issue of participation is more complex than that. Finally, according to our seminar speakers, young people’s 大大香蕉国产免费天天视频 of 凹凸性视频 education can be impacted by their digital or technological capital, by their self-efficacy, and by the relevance of the subject to their career aspirations and goals. This analysis really enhances our understanding of digital inequality, as it moves us away from the have/have-not language of the digital divide and starts to unpack the complexity of the impacting factors. 

Although this was not covered in this month’s seminar, I also want to draw out that the CAPE framework also supports our understanding of global 凹凸性视频 education: we may need to focus on capacity building in order to create a 大大香蕉国产免费天天视频 for the other levels. Lots to think about! 

If you’d like to find out more about this project, you can read the paper that relates to the 凹凸性视频 and the impact report of the early phases of the Learn At Home initiative. 

If you missed the seminar, you can find the presentation slides on our seminars page and watch the recording of the 凹凸性视频ers’ talk:

Join our next seminar

The next seminar will be the final one in the current series focused diversity and inclusion, which we’re co-hosting with the Royal Academy of Engineering. It will take place on Tuesday 13 July at 17:00–18:30 BST / 12:00–13:30 EDT / 9:00–10:30 PDT / 18:00–19:30 CEST, and we’ll welcome Prof Ron Eglash, a prominent 凹凸性视频er in the area of ethno凹凸性视频. The title of Ron’s seminar is 凹凸性视频 for generative justice: decolonizing the circular economy.

To join this free event, click below and sign up with your name and email address:

We’ll email you the link and instructions. See you there!

This was our 17th 凹凸性视频 seminar — you can find all the related blog posts here, and download the first volume of our seminar proceedings with contributions from previous guest speakers.

The post The digital divide: interactions between socioeconomic disadvantage and 凹凸性视频 education appeared first on 热国产热综合热中文.

Removing price as a barrier to anyone owning a computer was part of the founding mission of 凹凸性视频 Pi, which is why we so work hard to make sure that 凹凸性视频 Pi computers are as low-cost as possible for everyone, all of the time. We saw an incredible rise in the numbers of people — particularly young people — using 凹凸性视频 Pi computers as their main desktop PC during the lockdown, helped by the timely arrival of the fabulous 凹凸性视频 Pi 400.

Supporting the most vulnerable young people

As part of our response to the pandemic, the 热国产热综合热中文 teamed up with UK Youth and a network of grassroots youth and community organisations to get 凹凸性视频 Pi desktop kits (with monitors, webcams, and headphones) into the hands of disadvantaged young people across the UK. These were young people who didn’t qualify for the government laptop scheme and who otherwise didn’t have a computer to learn at home.

This wasn’t just about shipping hardware (that’s the easy bit). We trained youth workers and teachers, and we worked closely with families to make sure that they could set up and use the computers. We did a huge amount of work to make sure that the educational platforms and apps they needed worked out of the box, and we provided a customised operating system image with free educational resources and enhanced parental controls.

The impact has been immediate: young people engaging with learning; parents who reported positive changes in their children’s attitude and behaviour; youth and social workers who have deepened their relationship with families, enabling them to provide better support.

You can read more about the impact we’re having in the evaluation report for the first phases of the programme, which we published last week.

Thank you to our supporters

After a successful pilot programme generously funded by the Bloomfield Trust, we launched the Learn at Home fundraising campaign in December, inviting businesses and individuals to donate money to enable us to expand the programme. I am absolutely thrilled that more than 70 organisations and individuals have so far donated an incredible £900,000 and we are on track to deliver our 5000th 凹凸性视频 Pi kit in March.

While the pandemic shone a bright spotlight onto the digital divide, this isn’t just a problem while we are in lockdown. We’ve known for a long time that having a computer to learn at home can be transformational for any young person.

If you would like to get involved in helping us make sure that every young person has access to a computer to learn at home, we’d love to hear from you. Find out more details on our website, or email us at partners@一个色综合国产色综合.org.

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As our 大大香蕉国产免费天天视频 CEO Philip outlined back in April, part of our response to the pandemic and social distancing measures is to send free 凹凸性视频 Pi computers to students who currently lack the technology to complete their school work at home. Generously funded by the Bloomfield Trust, we have started to distribute 凹凸性视频 Pis in the UK.

Who is receiving 凹凸性视频 Pis?

Our approach for this initiative is to work with partner charities that help us identify the right recipients for the computers; we want them to go to young people who don’t have a suitable device for completing their schoolwork in their home.

The first partner charity we’ve been working with, whose team has been so patient as we’ve learned together how to do this, are the incredible School Home Support, a youth organisation working to improve school attendance, behaviour, and engagement in learning. With their help, we’ve so far distributed more than 120 凹凸性视频 Pi 4 computers (with 2GB RAM), together with all the peripherals including a screen. School Home Support were also able to secure funding to provide high-speed internet access to the recipients’ home so students can reliably connect to their schools.

How are we helping them set up?

The young people set up their 凹凸性视频 Pis themselves, and we provide detailed instructions to guide them through this process. Most of the families have never used a computer like 凹凸性视频 Pi, so they need encouragement and support to get up and running. This is being provided both by the excellent School Home Support practitioners, and by 凹凸性视频 Pi team members, who answer questions when recipients get stuck.

“My mum was confused by the setup at first, but having a call to explain it really helped, and now we see how easy it is to set up and use.”

凹凸性视频 Pi recipient

Recipients are already benefiting

Before receiving these computers, many of the young people only had occasional access to their parents’ phone to find out what school work had been set for them, and to complete it.

“It’s much easier to do my schoolwork now on the bigger screen. I feel like I’m learning more.”

凹凸性视频 Pi recipient

We’re getting feedback that the 凹凸性视频 Pis help recipients focus on their work; they now have their own space to work in and more time to complete schoolwork, as they’re no longer rushing to share a device with other family members.

“I don’t always enjoy doing homework, but it’s better now that I have my own computer to do my work.”

凹凸性视频 Pi recipient

Having a 凹凸性视频 Pi has increased the students’ motivation, and it has reduced stress — for parents as well as children:

“The 凹凸性视频 Pi kit came at a time when I really needed it. Up until that point, T had to do his homework and access the school’s home learning using my phone, which was not very practical at all. This was made worse by the fact that he had to share my phone with his sister, which ended up causing a lot of arguments. He was so pleased to receive a computer he could use. At first he had a lot of fun playing different games on it, and I was surprised about how well he was able to understand and help me set it up. The only negative was that he enjoyed playing games on it a bit too much! I feel relieved that he has his own computer which he can use. It was very stressful and frustrating having to use my mobile phone. There were times when T would be using my phone to do his work and he would be interrupted if I got a phone call, which meant that he would have to log in again, and sometimes would lose his work.”

Parent of a 凹凸性视频 Pi recipient

What are we doing next?

It’s wonderful to hear stories like this of how our computers make a difference in people’s lives. We’re still learning lots: while many families have been able to get up and running easily and quickly, others are still overwhelmed because they are unfamiliar with the device. We know we need to do more to build their confidence.

As we’re learning, we’re also talking to our next charity partners in the UK to help us identify more recipients, and to help the recipients get set up on their new 凹凸性视频 Pi devices.

If you are part of an organisation that could partner with us to support families in need of access to technology, please email us at stayconnected@一个色综合国产色综合.org. Be aware that your organisation would need to fund the families’ internet access.

* The impact of the digital divide on students has for example been reported on by BCS, the Chartered Institute for IT and by the Institute for Fiscal Studies.

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