CARE connects education resources

3 x 3= 9
3 x 3 = 9

CARE
connecting all resources of education

Annie Lin. Parsons, The New School of Design. Thesis. 2009. Robert Rabinovitz

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ABSTRACT

The intersection of Design Technology & Human
Interaction holds the potential to explore and develop
issues of modern advancement and its effect on our
society while creating mediums for connecting people
to a wealth of information and resources. Inspired by
single working parents and single children around the
world, CARE, Connecting All Resources of Education, is
a network program that embraces the advancement
of technology while valuing the importance of human
interaction in the development of children. CARE helps
teachers, parents, and students stay connected. It is a
tool for children to acquire an understanding of virtual
communication, allowing them to take full advantage of
new technologies without sacrificing their social skills.
CARE strives to integrate creative programs into the
crucial development stage in a young person’s life.

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TABLE OF CONTENT

Introduction
Problem Statement
Inspiration
p. 5
p. 7
p. 9
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Mission and Value p. 43
Social Interaction p. 11 System Map p. 45
Interaction p. 13 Student Interaction p. 47
Social Interaction p. 15 Student Education Screen Shots p. 49
Interpreting Faces p. 17 Student Education p. 51
Cognitive Behavior p. 19 Teacher Interaction p. 53
Socioemotional Disorders p. 21 Parent Interaction p. 55
Case Studies: Sociologists p. 23 Importance of CARE p. 57
Sociologist Input p. 25 Bibliography p. 59
Thank You p. 61
Advanced Technology p. 27
Timeline of Design Technology p. 33
After School p. 35

Case Study: See & Sprout Project p. 37
Case Study: Klick! p. 39
Case Study: Living Values p. 41

5 6 7 8 9 10 11 12 13 14
Problem Inspiration Social Interaction
Introduction
Statement Interaction

15 16 17 18 19 20 21 22 23 24 25 26
Social Interpreting Cognitive Socioemotional Case Studies: Sociologist
Interaction Faces Behavior Disorders Sociologists Inputs

27 28 29 32 33 34 35 36 37 38 39 40
Advancement Advancement After School Case Study: Case Study:
of Technology of Technology See & Sprout KLICK!
Project!

41 42 43 44 45 46 47 48 49 50 51 52

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CONNECTING

Case Study: Mission System Map Student Interaction Student Education Student Education
EMAIL ASSIGNMENTS ANNOUNCEMENTS ADDRESS BOOK

RESOURCES

Living Values & Vison Screen Shots
LIBRARY KIDS NEWS ADDITIONAL READINGS SEARCH ENGINES
www. EDUCATION

EARTH READING/WRITING CREATIVITY MATH

53 54 55 56 57 58 59 60 61 62

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Teacher Interaction Parent Interaction Importance of Bibliography Thank You By Annie Lin
CARE connecting all resources of education

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INTRODUCTION

There is no doubt that children today grow up in an general purposes degrades or advances social of communication, entertainment, and studies.
unprecedented landscape far different from those of and human interaction. Some experts go Thus, embracing the advancement of
previous generations. Today’s kids have an array of options as far as to blame flickering television sets, technlogy would be important for children to
available to them for learning and entertainment purposes rapid movement video games, and other understand the opportunities and usage of
including playing Wii at home with friends and family, such instantaneous forms of digital media for technology education for their future path.
sitting on the computer for hours watching youtube videos, increasing rates of disorders such as
intereacting with friends via online social networks, such as Attention Deficit Disorder (ADD), Autism, Thus, I am exploring the field of design
Facebook, instant messanging, or simply watching television Asperger syndrome, and emotional stress. technology and electronic media and their
shows on the Web. The increased presence of technology While some of these disorders are partially influence on the development of social skills and
means that children are spending more and more time in influenced by genetics, they are also human interaction. Questions that I am exploring
front of a screen, perhaps more than the television. The influenced by environmental factors. Perhaps include—how has the shift towards an increasingly
question that many child development specialists asks is the array of options of entertainment are technological lifestyle influenced our aesthetics
whether or not this limits children’s ability to develop social supporting the increasing rates of the and our social interactions? Can product design
skills. A broader question to ask is whether our disorders, but it may be avoided by embracing and technology foster social development? I will
increasing reliance on technology as a form of the technology at an early age with the right also explore design ideas that include
communication, entertainment, news-gathering, and other tools. Our future children generations will be possibilities for interactive activities to encourage
the be heavily relying on technology as a form further technological developments to consider
this vital part of human society for children.

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PROBLEM STATEMENT

The advancement of technology has transformed Today technology makes it possible for single
our communication landscape from working parents and their children to connect
traditional forms such as postal mail and handouts with whole educational networks. Inspired
to digital files, email exchanges, online discussion by single working parents and single children
boards, video chats, and text messages. This around the world, I am proposing an online
transformation has moved us away from slower, program, CARE (Connecting All Resources of
hard copy forms to more instantaneous and graphic Education), that would serve as a connecting
digital forms of communication. The array of point for elementary schools, students, and
gadgets and inventions that fill our everyday lives parents. The program allows for teachers,
has not only changed the way we correspond and parents and students to ask questions,
do business, but it has also revolutionized our sense communicate, and watch videos of lessons that
of aesthetic and our social processes. As some are uploaded online to efficiently assist children
schools conduct complete classes online, new toy with their homework. It also acts as a
designs entice children to log online to play games, transitional device, fostering career skills by
and movies use more and more frames per second teaching children to adapt to an increasingly
to speed up visuals, the question arises: does a shift technologically dependent society. It also builds
towards technological dependence degrade the etiquette in children, encouraging them to stray
development of social and human interaction? away from text messaging language and to
formalize their words and opinions while
Or can new technologies and products integrate navigating the nuances of a professional online
social and human interaction with electronic network. CARE also enables children to acquire
media? The efficiency of ICT’s (Internet basic creative virtual skills that will serve them
Communication Technologies) has made the growth for years to come. The creative programs can
of electronic communication irreversible. There is no range from hands-on printouts to interactive
doubt that such a growth is and will continue to be online flash games and assignments.
accompanied by a shift in sociological interaction.
My project will explore the ways in which this shift
has already occurred, the possibilities for providing
human engagement and interaction in the
traditional sense via current technologies, and what
this bodes for the future development and design of
technological products.

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INSPIRATION

Since the 1970s, one of the most dramatic As many as 2.5 million parents are overly stressed parents may still have concerns about whether households are, on average, less successful in
changes in the structure of the American family by Parental Concern about After-School Time these arrangements are reliable and safe and school and experience more behavior problems
has been the increased employment of mothers (PCAST), and are likely to bring their concerns to whether children are happy and spending their than children living in two-parent households. It
outside the home. Since the 1930s, the federal the office. PCAST is the degree to which employed time productively.4 further states that within two-parent households,
government has subsidized childcare for parents are concerned about the welfare of their children are more likely to do well academically,
low-income families. Government-funded school-aged children during the after-school hours. With more and more parents in the workforce, to participate in extracurricular activities, and to
programs such as Head Start, which began as a According to the report, based on a survey of 1,755 worries about what minors are doing after school enjoy school. Children as less likely to have ever
nutritional and health program for poor children employed parents (44.7 percent fathers, 55.3 are no minor concern. Recent demographic shifts repeated a grade or to have been suspended or
in the 1960s, offered educational readiness to percent mothers) who work at one of three Fortune have increased the number of dual-earner expelled if their single-parent have high involve-
prepare children for school as part of the 100 companies across the United States, there is families and single parents.5 Given that most ment in their schools.7
child-care program. The Child Care and much that companies can do to protect employees Americans will have children at some point in their
Development Fund (CCDF), authorized by the against Parental Concern about After School Time. lives, and that each child is most likely in school for Inspired by Single Working Parent and Single
Personal Responsibility and Work Opportunity Millions of working fathers and mothers are less thirteen years from kindergarten through twelfth Children around the world and the study of
Reconciliation Act of 1996 (PL 104–193), helped productive at work due to concerns about what grade, after-school issues are a concern for an advancement of technology and human
low-income families and those leaving the their children are doing in the after-school hours, extended period of time for large numbers of interaction, a social networking program, CARE,
welfare rolls to obtain child care so they could according to a new study released today by employees at some point during their Connecting All Resources of Education. CARE is
pursue employment, job training, or education.
1
Catalyst, the leading nonprofit research and working lives.6 a progream to virtually connect students, parents,
advisory organization working to build inclusive and teachers, especially the communication
environments and expand opportunities for women According to the National Center for Education between single working parents and their single
at work.2 Statistics, Children living in single-parent child.

On the whole, working parents are faring well. It is
when an employee has concerns about a school-
aged child or that child’s care and feels that work-
place options are not available that problems arise.
PCAST is an indicator of the stress these employ-
ees face. In addition, single parents are under pres-
sure naturally to meet ends financially and
emotionally and have have much less free time to
spend with their children.2

The gap between the time the school day ends
at 2:00 or 3:00 p.m.and the time most full-time
employed parents get home from work at 6:00 or
7:00 p.m. amounts to 15 to 25 hours each week. As
a U.S. Department of Labor report noted,“ using the
most generous calculations,only about 64
percent of a full-time worker’s standard work
schedule is covered by the hours children are
typically in school.” Many parents also have long
commutes home from work, adding to the time
their children must be cared for. Most employed
single parents must, therefore, make arrangements
for their children’s after-school care. There are
significant health, academic, and social risks
associated with leaving school-aged children
unsupervised. 3 Unfortunately, affordable high-quality
dren are in supervised situations after school, 10

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SOCIAL INTERACTION

The research of human interaction is important beginning to understanding the HUMAN INTERACTION SOCIAL INTERACTION HUMAN-COMPUTER
importance of a child’s growth in the primary ages when information is keen to their
future development of knowledge, understanding of surroundings, people, and self.
INTERACTION

Face to face and body to Interaction is defined as all Human-computer interaction
body communication, and interaction which occurs is a discipline concerned
speaking communication throughout any one with the design, evaluation
are exercised between two occasion when a given set and implementation of
human beings.Interaction of of individuals are in one interactive computing
where the five senses: see, another’s continuous systems for human use.10
touch, feel, hear, and smell presence. This is also known
are available to be used and as an encounter.9
understood within an
environment
and surrounding.8

Key

Individual

Computer

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INTERACTION

Integrating into communities and society and
developing a sense of belonging are crucial processes
in child development. Community is the joining
together or grounding of individuals in society. People
tend to seek out others that have something in
common with themselves to whom they can relate to
comfortably. People form communities based upon
both natural and constructed situations. Natural
communities are those that happen as a result of
nature, such as being born a certain race, with a certain
hair color, or as a male or female. Constructed
communities are defined by boundaries that humans
set by beliefs and interests.

Communities play a large role in society. They not only
define where individuals fit into society but also help
people establish identities. They provide continuity and
a sense of belonging to something greater than an
individual realm. Communities provide people with
focus and purpose and, therefore, they can be tre-
mendously important in terms of providing a sense of
belonging or not belonging, which in turn can inspire or
discourage individual participation and success in
specific activities. Thus, to neglect, omit, or separate
people on basis of any natural community
categorization, including gender, can have grave
consequences in terms of the constructed communities
in which they can identify themselves with.

Society offers opportunities to mix, yet at some point
during childhood years those opportunities are changed
by parents, teachers, and later friends and other
environmental factors. With the advancement of
technology, it would definitely bring people together in
a new form of social community and interaction that
would foster positive and negative aspects of a child’s
daily routine depending on the approach. With the click
of a button, anyone can be connected to the Internet
and virtually chat and speak their minds to anyone that
would listen. This could foster any lonely child around
the world to be heard, similar to those social networks,
such as Facebook or My Space, or instant messaging
on AIM or SKYPE, or even just a personal blog. CARE is
aimed to assist children around the world at an early
stage to appreciate and utilize the opportunities of the
Internet.

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SOCIAL INTERACTION

Social Interaction Prime Time

Face to Face Kids get a chance to meet all kinds of people online. Face-to-face
interactions or telephone conversations, kids can grasp a sense of
emotions, hand gestures, explaning oneself, and understanding
differences in people. 11

Team Work Kids working in teams can acquire skills on problem solving,
dealing with different personalities, being cooperative, and
interacting with one another to explain oneself is a practice for the
future for one to understand oneself. 11

Appreciate Their Children playing with each other outdoors, creating arts and
crafts, and socializing in events and parties are all essential
Environment
aspects that would draw attention to appreciating their cultures,
surroundings, and environments. 11

Imagination Early experiences with the natural world have been positively
linked with the development of imagination and the sense of
13
wonder. Wonder is an important motivator for life long learning.

Awareness We live in a society full of different people, cultures, and
lifestyles. It is important that we are aware of our surroundings.
When kids are out playing in natural environments, it “improves
children’s cognitive development by improving their reasoning
and observational skills.” 12

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INTERPRETING FACES

Window of Opportunity In a recent study, published in this issue of
Neurology, Rebecca Hefter suggest that problems
with social interactions may be related to problems
Hefter’s group suggests that people with social
developmental disorders (SDD) have difficulties
identifying faces and interpreting facial
learning how to interpret faces. One of the ways expression. Hefter conducted a test of 26 adults
we judge a person’s emotional state is by “reading” and from this study, Hefter’s group suggested
his/her facial expression. During a conversation, that the problems of “reading” facial expression
Learning Prime Time “reading” your listener’s expression helps you judge in SDD might be linked to problems with
whether he or she understands or is interested in interpreting emotions rather than problems with
what you are saying. Without this ongoing simply assessing faces. Without the ability to
assessment and modification of what you are say interpret the emotions of others normal social
Vision During this time, babies need to see shapes and colors, things ing, a conversation may become awkward, interactions are basically impossible.
(Birth to 4 Years) that are close and far away, and things that move. e brain has
ineffective or worse. 14
to learn how to see! If your baby has anything wrong with his
eyes, it should be fixed early.

Babies are born ready to learn any language, but they understand
Talking and Reading and babble the language they hear the most. e more talking,
(Birth to 10 Years) singing, and reading a baby hears, the more words he will
understand and use. is is the best time for children to learn
a second language.

The part of the brain that handles feelings learns very early. How
Feelings you treat your baby shapes the growth of feelings like happiness,
(Birth to 18 Months) hopefulness, and sadness. e feeling part of the brain keeps
growing through the teenage years. What happens early is most
important for the brain’s feelings.

Music & Math Skills The part of the brain that hears music is the same part that does
math, so listening to rich, complex music is good for a baby’s
(Birth to 5 Years) brain and helps a baby learn the skills needed to do math.

During the first few months after birth, a baby learns to control
Movement Skills his muscles. He learns to hold his head up, roll over and crawl.
(Birth to 2 Years) Active games and gentle exercise help his brain learn these skills.
Soon he will learn to use his small muscles to do things like pick
up small toys and feed himself.

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chart

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COGNITIVE DEVELOPMENT

Developmental Stage Behavior Developmental Stage Behavior
Invention of New Means
Reflective Stage Simple Reflex activity such as grasping, sucking Through Mental Evident of an internal represenational system. Symbolizing the problem-solving
Combination sequence before actually responding. Deferred imitation.
(0-2 Months)
(18-24 Months)

Primary Circular Reflexive beheaviors occur in stereotyped repetition Preoperational Phase Increased use of verbal representation but speech is egocentric. The beginnings
such as opening and closing fingers repetitively (2-4 Years) of symbolic rather than simple motor play. Transductive reasoning. Can think
Reactions
about something without the object being present by use of language.
(2-4 Months)

Speech becomes more social, less egocentric. The child has an intuitive grasp
Secondary Circular Repetition of change actions to reproduce interesting Intuitive Phase of logical concepts in some areas. However, there is still a tendency to focus
Reactions consequences such as kicking one’s feet to more a (4-7 Years) attention on one aspect of an object while ignoring others. Concepts formed are
mobile suspended over the crib. crude and irreversible. Easy to believe in magical increase, decrease,
(4-8 Months) disappearance. Reality not firm. Perceptions dominate judgment. In moral
ethical realm, the child is not able to show principles underlying best behavior.

Responses become coordinated into more complex Concrete Operation Evidence for organized, logical thought. There is the ability to perform multiple
Coordination of Secondary classification tasks, order objects in a logical sequence, and comprehend the
sequences. Actions take on an intentional character (7-11 Years)
Reaction such as the infant reaches behind a screen to obtain a principle of conservation. thinking becomes less transductive and less
(8-12 Months) hidden object. egocentric. The child is capable of concrete problem-solving.

Discovery of new ways to produce the same
Tertiary Circular Reations consquences or obtain the same goal such as the
Formal Operation Thought becomes more abstract, incorporating the principles of formal logic.
(12-18 Months) (11-15 Years) The ability to generate abstract propositions, multiple hypotheses and their
infant may pull a pillow toward him in an attempt to get possible outcomes is evident. Thinking becomes less tied to concrete reality.
a toy resting on it.

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The charts are theories from Jean Piaget, a Swiss philosopher, natural scientist and developmental theorist.

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SOCIOEMOTIONAL DISORDERS
Today, there are already many socioemotional Not everyone who is overly hyperactive, inattentive, or
ATTENTION DEFICIT HYPERACTIVITY DISORDER impulsive has ADHD. How can specialists tell if the problem
disorders diagnosed in children, such as ADD,
ADHD, Autism, and Asperger Disorder. Most is ADHD? Because everyone shows some of these behav-
In a class of 30 students, 1 in 3 are diagnosed with ADHD iors at times, the diagnosis requires that such behavior be
substantiated causes appear to fall in the realm Boys are diagnosed with ADHD 3 times more often than girls demonstrated early in life, before age 7, and continue for at
of neurobiology and genetics. This is not to say Emotional development in children at 30% slower with ADHD least 6 months. Above all, the behaviors must create a real
that environmental factors may not influence the handicap in at least two areas of a person’s life such as in
severity of the disorders, and especially the the schoolroom, on the playground, at home, in the com-
degree of impairment and suffering the child AUTISM munity, or in social settings. 17
may experience, but that such factors do not Early signs of Autism in a small child may be minimal eye
seem to give rise to the condition by 1 in 166 Child in USA are diagnosed
Boys are diagnosed 4 times more ofthan than girls contact, a lack of social interest, and avoiding hugging and
themselves. Thus, it is not scientifically A new case of Autism case every 20 minutes, most apparent cuddling. These children may have difficulty interpreting the
legitimate to attribute increased rates of at age three meaning of facial expressions and gestures. About half of
diagnoses to the advancement of technology. children with autism may remain mute for their entire life.
But it should be recognized that well-designed Others may show a great delay in learning to talk. These
ASPERGER children often echo what people say to them without
technological products and programs have the seeming to understand how to reply. Repetitive behaviors
potential to assist children and young adults Added to American Psychiatric Association in 1994 are common such as rocking, twirling their hair or waving
living with such disorders. Intelligent children that want to fit in and interact, but don’t their hands. These children may also be unusually sensitive
know how to sounds that most people can completely ignore.18
Often have one wayconversations
Asperger disorder is thought to be a milder form of autism.
CARE is a great introduction for young children Generally, these people have normal intelligence or may
to acquire Internet etiquette while learning to even be intellectually gifted. However, as in autism, they are
navigate a virtual community. It also offers a socially inept and lack insight. They are inflexible to chang-
chance for busy, single working parents to make es in expected routines and have a narrow range of inter-
themselves a part of this community by offering ests. Often they develop in-depth knowledge about specific
them a convenient and efficient means of interests such as airplanes, trains, dinosaurs, etc. Repetitive
behaviors, such as spinning objects, are also common. They
forming a relationship with their children’s may also be physically clumsy. However, unlike autism, as
school network. children they begin to speak on time. 19

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CASE STUDIES: SOCIOLOGISTS

Goffman has attempted to capture the creative and expressive aspects of our social behaviour and
ERVING GOFFMAN (June 11, 1922 - November 9, 1982)
emphasized the symbolic aspects of our self-presentational activity. He saw social encounters as
Canadian and American sociologist and writer
comprising a manipulation of both sign activity (verbal and non-verbal behaviour) and sign equipment
(clothes, etc.).
“All the world is not, of course, a stage, but the crucial ways in
which it isn’t are not easy to specify.”
The self-definition is termed a personal front and social itneraction involves a constant monitoring of our
-Goffman 20
own and others personal fronts.

Impression management- the social world seen as a stage on which actors constantly create and
21
recreate their social selves according to their conceptions of what it is to be a social person.

CHARLES HORTON COOLEY (1864 - 1929) Looking-Glass Self
American sociologist
A person must use the imagined point of view of another to form opinions of themself. Cooley was also
“To have no heroes is to have no aspiration, to live on the interested in the use of possesive pronouns like “mine”, because of the fact that a young child would
momentum of the past, to be thrown back upon routine, sensuality, never be exposed to a uniform meaning of the word. Each person using “me” or “mine” would ascribe
and the narrow self.” ownership to a different person. Somehow through reflection on society, and self-awareness, a young child
-Cooley learns to use these pronouns. The idea is that by taking an imagined point of view of another the child
connects with the meaning of that person, and learns to use words ownership in a manner that seems to
22
be appropiate based on their observations of the person they are imagining themselves as.

GEORGE HERBERT MEAD Mead argues that language is crucial to the development of the self, and that it is not until a small child
(February 17, 1863 - April 26, 1931) learns language that they can being to role play others. This role playing of others is a form of multiple
American philosopher, sociologist and psychologist personalities that allow the child to reflect upon themselves and to develop a self.
One of the Founder of Pragmatism
Mead believes that the fact that the self can be an object to itself makes it unique. Mead argues that we
“Our specious present as such is very short. We do, however, can never experience our body as a whole, because we are trapped within it. This differs from the self,
experience passing events; part of the process of the passage of which can be an object to itself, by allowing the individual to take the point of view of another and look
events is directly there in our experience, including some of the back at it.
past and some of the future.”
-Mead Mead also distinguishes between the “I” amd the “me”. He explains that the “I” is the part which reacts to
the self through taking the point of view of others. The “me” is the social part of the self. 23

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SOCIOLOGIST INPUTS

Individuals differ in the extent to which they monitor their behavior and other people’s reactions
to it. Some people seem to be consistently conscious of engaging in impression management and
their success in doing so – in others success is less marked. Though we constantly monitor the
personal fronts of others we rarely attempt to discredit the definitions people present of themselves.
Goffman argues that individuals often project fronts for tactical reasons without really believing in
them.

Cooley presented a divergent view from the norm, stating that “...even economic institutions could
[not] be understood solely as a result of impersonal market forces.” With regard to the sociologi-
cal perspective and its relevancy toward traditions he states that the dissolution of traditions may
be positive, thus creating “the sort of virtues, as well as of vices, that we find on the frontier: plain
dealing, love of character and force, kindness, hope, hospitality and courage.” He believed that
Sociology continues to contribute to the “growing efficiency of the intellectual processes that would
enlighten the larger public will.”23

Cooley’s theories were manifested in response to a three-fold necessity that had developed within
the realm of society.24 The first of which was the necessity to create an understanding of societal
phenomena that highlighted the subjective mental processes of individuals yet realized that these
subjective processes were effects and causes of society’s processes. The second necessity
examined the development of a social dynamic conception that portrayed states of chaos as
natural occurrences which could provide opportunities for “adaptive innovation.” Finally, a need to
manifest publics that were capable of exerting some form of “informed moral control” over current
problems and future directions. 25

Mead describes how the individual mind and self arises out of the social process. For Mead, the
social process is prior to the structures and processes of individual experience. Mind, according to
Mead, arises within the social process of communication and cannot be understood apart from that
process. The communicational process involves two phases: (1) the “conversation of gestures” and
(2) language, or the “conversation of significant gestures.” Both phases presuppose a social context
within which two or more individuals are in interaction with one another.26

Language, in Mead’s view, is communication through significant symbols. A significant symbol is a
gesture (usually a vocal gesture) that calls out in the individual making the gesture the same (i.e.,
functionally identical) response that is called out in others to whom the gesture is directed.

Mead describes how the individual mind and self arises out of the social process. For Mead, the so-
cial process is prior to the structures and processes of individual experience. Language, in Mead’s
view, is communication through significant symbols. A significant symbol is a gesture (usually a vo-
cal gesture) that calls out in the individual making the gesture the same (i.e., functionally identical)
response that is called out in others to whom the gesture is directed. 27
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ADVANCEMENT OF TECHNOLOGY

Design Technology is constantly being invented,
re-invented, and innovated in all shapes and forms. It
has cluttered our options for connectivity,
communication, entertainment, and information sources.
Design Technology has altered, shaped, and influenced
our society and cultures in ways that we never
imagine, such as opening up opportunities for new
business operations, social interaction, and has created
a natural reliance on accessibility, media communica-
tion, and connectivity around the world.

Today, design technology has fostered many new game
systems, social networks, and social communication
tools to connect people around the world. For
example, the creation of the Wii from Nintendo is a
great example of design technology and human
interaction because it encourages people to come
together to play on an interactive game system that
offers a variety of games with controls that require
motion and human involvement. It is a new form of
28
human interaction and social communication.

Technology and culture refers to the cyclical
co-dependence, co-influence, co-production of
technology and society upon the other. This synergistic
relationship occurred from the dawn of humankind and
the invention of simple tools from stones and rocks.
Science, Technology, and Society has helped us become
the way we are today by the collaboration of
adaptation, the pace of processes becoming more and
more immediate, and the need for upward mobility.29
A great example of technology and society is the
invention of the mobile phone. The mobile phone is a
portable device that can be used to talk to people from
any location, and slowly but surely, the need for
immediate contact and accessibility became integrated
within our daily lives.

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ADVANCEMENT OF TECHNOLOGY

The growth and implementation of technology is influencing our society dramatically and has become the
Simplifies Life Technology Development Influence central element of communication for personal and business relationships. The technology is
influencing the values of our society by changing our expectations for communicating, information
gathering, and networking. There are three interrelated values that inform, and are informed, by
The Rise of a Leisure Technology is offered through the raise of leisure class and the ability technological innovations. First, it allows you to have a mechanistic world view, a view that looks at
to access the upward mobility. Slowly the mass that contribute to the different parks and can be individually analyzed and understood. Technology within society also
Class growth of technology will cheaper the prices and allow accessibility to allows efficiency, a value originally applied only to machines, but now applied to all aspects of society.
become easier and more convenient for all. For example, each element is expected to attain a higher and higher percentage of its maximal possible
performance, output, or ability to out beat the previous model. Technology also keeps the social progress
flowing, which will become beneficial in all aspect of society. Before the Industrial Revolution, and the
A More Informed A more informed society means more informed individuals. At some explosion of
point, many may point out that our childrens’ generations are not technology, almost all society believed in cyclical theory of social movement, a theory hat shows a
Society reading enough, but infact, technology has opened a new way of read- continuing shift in national involvement between public purpose and private interest.
ing and obtaining information more efficiently, not only locally, but also
internationally.
In additional, while technology may influence society, society also controls technology through the
decisions made and distributions within our economy. The channels of distribution plays an important
Increases Multi-Task Although this isn’t a simplified lifestyle, this enhances ones work ethic role on how the products go from raw materials to consumptions to disposal. The cultural beliefs
and ability to juggle multiple tasks efficiently. It also exercises the brain regarding freedom of choice, consumerism, and materialism has contributed to the greed of technology
when one multi-task. and new models that has learned to be produced in a shorter span of lifecycle than older technology.
Also, the economic values we place on the environment, individual wealth, social status, government
control, and capitalism all contribute to the way we consume technology development and utlize it within
our lifestyle. According to Williams and Edge, the construction of shaping of technology includes the
concept of choice. Choice is inherent in both the design of the individual and systems, and in the making
Global Networking Although this isn’t a simplified lifestyle, this enhances ones work ethic
of these artifacts and systems. 30
and ability to juggle multiple tasks efficiently. It also exercises the brain
when one multi-task.

Creates Social Circles Technology has enhanced our ability to keep in touch and meet new
people with a click of a button. It has created a denser social circle and
eliminated loneliness at a cheaper cost.

Cheaper Prices Many consumers search Online for cheaper prices, deals, and price
knowledge about products in comparison to a multiple of retailers.

Greater Specialization Technology has opened up a new job market for many individuals. It
also allowed individuals to specialize in their skills and offer it to
In Jobs/ employers looking for specific jobs to be done.
Job Opportunities

chart 31

30

CARE
TIMELINE OF TECHNOLOGY

Polaroid John Atanasoff and
photography Chester F. Carlson Clifford Berry built Mobile phones first
invented by Edwin invents the the first electronic invented. Not Sold
Herbert Land. photocopier. digital computer. until 1983.

1930 1932 1933 1937 1939 1940 1942 1946 1947 1949

Frank Whittle and Frequency Igor Sikorsky invents Peter Goldmark The microwave oven Robert HopeJones
Dr Hans von Ohain modulation (FM the first successful invents modern invented by Percy Spencer. invented the Wurlitzer
both invent a jet radio) invented by helicopter. color television jukebox.
engine Edwin Howard system.
Armstrong.

Charles Ginsburg
invented the first Spacewar, the first The computer
video tape recorder Fortran (computer computer video mouse invented by
(VTR) language) invented. game invented. Douglas Engelbart.
1950 1951 1956 1957 1959 1962 1962 1965 1968 1969

The first credit card The first computer The computer The audio cassette The compact disk The arpanet (first
(Diners) invented by hard disk used. modem invented. invented. invented by James internet) invented.
Ralph Schneider. Russell.
Barbie Doll
expires december 21, 1955
invented.
credit
identification
card

Name
Address

your acct no.

The ethernet (local
VCR or computer network)
videocassette invented by Robert The Apple Lisa The first 3-D video
recorder invented. Metcalfe and Xerox. invented. game invented.
1970 1971 1972 1973 1979 1981 1983 1985 1987 1989
1988
The floppy disk Pong first video Cell phones MS-DOS invented. Windows program Digital cellular Digital Television
invented by Alan game invented by invented. invented by phones invented. Invented
Shugart. Nolan Bushnell. Microsoft.

32

CARE
TIMELINE OF TECHNOLOGY

menu

Phone tooth
The digital invented by James
answering machine Auger and Jimmy YouTube, Social
invented. Web TV invented. Loizeau. Networks
1990 1991 1995 1996 1999 2001 2002 2003 2005 2009

The World Wide Web DVD (Digital Versatile Scientists measure On October 23, Toyota’s Hybrid Car Today
and Internet protocol Disc or Digital Video Disc) the fastest wind 2001 iPod from CARE
(HTTP) and WWW invented. speed ever recorded Apple
language (HTML) on earth, 509
created by Tim km/h(318 mph).
Berners-Lee.

www.

34

CARE
AFTER SCHOOL

The Census Department estimates that about During children’s out of school time, they need Single Working Parents Concerns: Understanding Your Child
7 million children from ages 5 to 14 years old or time to play, explore, create, learn new skills
18 percent of children in this age group care for outside of textbooks, and release their stored children spend more time unsupervised interested and preferences
themselves on a regular basis. While only 8 energy while in class. A balanced program should
percent of 8 year olds care for themselves, 14 offer children free time as well as a wide variety of more responsibilities within the household communication to build a relationship
percent of 10 year olds, 33 % of 12 year olds, and structured activities that are interactive and help affect their job performance and stress level levels of cognitive and social development within
48 % of 14 year olds care for themselves regularly develop or enhance social skills and leadership, school
32
before and/or after school. self-esteem, prioritizing and responsibility, conflict advancement of technology becomes a barrier
resolution abilities, interests and hobbies, and to communication if not used properly between skills, hobbies, accomplishments and dreams
During after-school hours, children and teens are academic skills. After school programs should parent and child
more likely to become victims of violent crime allow the children to have the opportunities to personality
parents work longer hours
than at other times. For teens ages 12 to 17, this participate in groups and conduct team work
takes peaks at 3 o’clock in the afternoon, the end projects as well as become ambition individually. parents have greater concern about their child’s
32
of the school day. In additional, a proper after school program that is behavioral and social issues*
inexpensive and following the upward mobility of
After school programs keep children and teens our society and technology could allow the
safe and give them the opportunity to build on parents, students, and teachers connect for a *According to Catalyst, approximately 1 out of 20 working Understanding characteristics of establishing a high-level
what they have learned during the regular school better relationship and a better future for the child. parents—a significant number—are severely impacted by conversation with your child.35
day, explore new interests, and to develop concerns about their children after school. 34
relationships with caring adults.33

Parental Concern about After School Time Parents of Boys Parents experienceing Low PCAST 36
for Parents of Boys and Girls Parents of Girls
organized and control of life and work schedules
1.95

Parental Concern about After School Time (PCAST)
1.91 partners, relatives, or helpers part-time to care
1.90 for children after school
1.84
1.85
work part time and available to be home after-
1.80
1.79
school hours
1.75 have older children who are trustworthy and
1.70 responsible
1.70
happy with after-school arrangements
1.65

Low Unsupervised TIme HighUnsupervised TIme

Child’s Unsupervised Time

Graph 36

36

CARE
CASE STUDY: SEE & SPROUT PROJECT

The See and Sprout Project is a creative collective,
international exchange art workshop launched by Stacie
Krejchir originally created for youth in Khao Lak Thailand
affected by the 2004 Asian tsunami. Krajchir launched the
See and Sprout Project in 2007 with 18 secondhand digital
cameras, three donated printers, and 800 sheets of photo
paper. The next two weeks Krajchir and two friends worked
with the children, ages seven to thirteen, showing how to
use the cameras and printing pictures and writing on the
photos. Five months later the project exhibited the
children’s handiwork at the Grind Art and Print Gallery in
L.A., raising nearly $7,000 from sales of the photos.37

The goal of the project is to bring underdeveloped country
the opportunity to create visual images about their feelings
and perceptions about themselves, their family and their
community and to explore ways of translating these feelings
to people who live outside their world.

The project is dedicated to guide children to shoot photos,
write, and connect with new friends with diverse
backgrounds and communities. Storytelling and using visual
images and words is a powerful medium for youth to
navigate memory, uncertainty, inner strength and curiosities.

All money raised from the sale of photos goes directly back
to the child who shot the photo and giving them an
understanding of self-sufficiency. 37

38

CARE
CASE STUDY: KLICK!

KLICK!, Kids Learning in Computer Klubhouses, is an
afterschool program for Middle School students. In our
school that means students in the 6th, 7th and 8th
grades. Our Klubhouse opens every day at the end of
school ,3:10PM and runs until 5:00PM. We are also
open on Saturday mornings from 9am until noon.
Klubhouse members are involved in tutoring adults in
computer usage in the evenings. 38

KLICK!

KIDS LEARNING IN COMPUTER KLUBHOUSES
3:00-5:30PM Every Weekday

Klick! is a consortium of nine urban and rural
Michigan school districts with the support of
the College of Education at Michigan State
University. Klick! is establishing a virtual
network of ten middle school computer
clubhouses as community learning centers.
These extra-curricular clubhouses will
enable at-risk students to engage in
authentic learning opportunities through
the use of computers and computer-related
technology. Middle school students will
become a helpful technology resource to all
facets of their communities including senior
citizens, service organizations, their school
community, and others in need of their
services. Each school site is staffed with an
on-site coordinator and volunteers, and will
be equipped with a variety of technology
resources. The clubhouses will to provide
safe environments that break down the
barriers of isolation imposed by poverty,
distance, and age. 38

40

CARE
CASE STUDY: LIVING VALUES

Living Values Education (LVE) is a way of con- The call for values is currently echoing 39

ceptualising education that promotes the devel- throughout every land, as educators, parents and Three Core Assumptions Upon which Living Values Educational Program
opment of values-based learning communities more and more children are increasingly
and places the search for meaning and purpose concerned about and affected by violence, grow- From a tenent in the Preamble of the United Nations’ Carter, “To reaffirm faith
at the heart of education. LVE emphasises the ing social problems, the lack of respect for each in fundamental human rights, in the dignity and worth of the human person...”
worth and integrity of each person involved in other and the world around them, and the lack
the provision of education, in the home, school of social cohesion. World leaders struggle with
and community. In fostering quality education, a myriad of problems. Educators are, therefore,
LVE supports the overall development of the in- once again being asked to address problems
dividual and a culture of positive values in each which have arisen within their societies. As 1. Universal values teach respect and dignity for each and every perosn. Learning to
society and throughout the world, believing that UNESCO’s Commission, headed by Jacques
education is a purposeful activity designed to Delors, reports in Learning: The Treasure Within, enjoy those values promotes well-being for individuals and the larger society.
help humanity flourish. 39 “In confronting the many challenges that the
future holds in store, humankind sees in
education an indispensable asset in its attempt
to attain the ideals of peace, freedom and social
justice. The Commission does not see education 2. Each student does care about values and has the capacity to positively creat
as a miracle cure or a magic formula and learn when provided with opportunities
opening the door to a world in which all
ideals will be attained, but as one of the
principal means available to foster a deeper and
more harmonious form of human development 3. Students thrive in a values-based atmosphere in a positive, safe environment of
and thereby to reduce poverty, exclusion,
ignorance, oppression and war.” Living Values mutual respect and care--where students are regarded as capable of learning to
Education has been produced in response to make socially conscious choices.
the call for values. 40

42

CARE
MISSION:

CARE is a networking program for children to be introduced to design, technology, and communication
in modern society by connecting with their peers, teachers, and parents while exercising different
educational activities digitally. CARE believes that children, teachers, and parents should embrace the
advancement of technology and integrate it into the early system of education for cross-disciplinary and
cross-cultural understanding. CARE also supports a better communication between the single working
parent and the single child to ensure a closer bond and relationship without having technology
as a barrier.

connecting all resources of education VISION:

CARE will be an beginning of a new curriculum for school education by connecting children and
technology and acquring skills that are beneficial in their future.

CARE is a networking program invested by Public Schools. It is a tool used to connect children, parents,
and teachers by utilizing technology, appreciating design and computer accessibility, and understanding
the resources of education to express new ideas, methods of learning, and connecting.

CARE is target for seven to fourteen year olds.

CARE is only available for students enrolled in the Public Schools that invested in the program.
CARE is available to be accessed at any computer with Internet access.

44

CARE
SYSTEM MAP 3 x 3= 9

TEACHERS

MAY 1, 2009

TODAY’S ASSIGNMENTS: READ PGS. 1-3
LOG ON CARE FOR
ONLINE ASSIGNMENTS

COMPUTER PUBLIC SCHOOLS
STUDENTS

INSPIRATION:
single working parent www.
& single child

WORLD WIDE WEB PHONE
CONNECTIVITY

PARENTS

46

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