I found the link to this article in OLDaily By Stephen Downes July 28, 2005

The article

*We Are the Web

*
*The Netscape IPO wasn't really about dot-commerce. At its heart was a
new cultural force based on mass collaboration. Blogs, Wikipedia, open
source, peer-to-peer - behold the power of the people.*
*By Kevin Kelly*

Is found in Wired Magazine *Issue 13.08
<http://www.wired.com/wired/archive/13.08/>* - August 2005 at
http://www.wired.com/wired/archive/13.08/tech.html?pg=1&topic=tech&topic_set=

Mr. Kelly points out that the explosive growth in web content is the
result of individuals and social networks. In his future everyone
produces and consumes web content. People will participate in social
networks as part of their daily existence.

If Mr. Kelly is correct, technical education needs to go well beyond
using computer applications to include the skills, knowledge, and
attitudes needed to participate in social networks. The Wikipedia About
page at http://en.wikipedia.org/wiki/Wikipedia:About describes one such
social network and the expectations for participants.**
<http://www.wired.com/wired/archive/13.08/tech.html?pg=2&topic=tech&topic_set=>

- posted by Larry @ 9:21 p.m.

Larry:

Thanks for sharing your comments regarding open source software. I've
shared similar points with others, especially in regards to replacing
costlier programs in school districts' tech toolbox--namely, programs
like MS Office ($75), Inspiration Graphic Organizer software ($12),
Macromedia Fireworks ($3500 per campus, or $12)--with free, open source
software. As a matter of fact, since we are facing budget crunches
(especially in Texas where state legislators are into a 5th special
session to figure out funding, and districts are worried that there
won't be any money except federal funds and what was left over from last
year), open source software may be our only alternative.

Allow me to share an example of a real school district issue. Three
years ago, we developed a high tech, grade 6-8 curriculum that
incorporated Macromedia Studio MX. The curriculum focused on information
literacy approaches (such as Big6) that focused on problem-solving at
higher levels of Bloom's Taxonomy. We provided Macromedia Studio MX
licenses to 15 campuses for around $45K-$50K. We also provided extensive
professional development.

In analyzing the work done so far, after 2 years and multiple
professional development sessions, campus visits, etc., it's clear that
some teachers are working at the higher levels of Bloom's. Yet, others
are still not moving beyond computer literacy. This is not unusual and I
appreciate that it takes time to make the transition from computer
literacy to information problem-solving.

But what worries me is that neither teachers or student were using the
computer software that we paid so much money for to its full capacity,
whether they were teaching information problem-solving or computer
literacy. As I look back now, I feel I made the wrong decision. I should
have started with open source software FIRST. After all, upgrades on
that software are free and we could have saved a LOT more money that
could have been used for other purchases.

School districts just do not have the money to keep upgrading year after
year, or even waiting two-three years, all their proprietary software.
We can't keep spending loads of dollars in schools, providing the very
best when students aren't even going to use a fraction of the
power...let's be even more blunt about the truth, the software power our
students and teachers may actually use may not tap the depths of the
open source software we get for "free" much less the proprietary
software we go into debt for.

In my district, we're going to introduce open source options. Here are
the options...instead of...

...MS Office, suggest Open Office
...Inspiration, suggest Cmap Tools
...Fireworks/Photoshop, suggest THE Graphics Image Manipulation Program
(GIMP)

When you consider the cost of these programs--let's say $99 for Office,
Inspiration, Macromedia Studio--and multiply that by the total number of
computers in a district (18,000 in mine), imagine the savings. There are
also free anti-virus alternatives (Clamwin.com instead of Symantec
AntiVirus), the savings increase.

Multiply $99 x 18,000 computers, and we save $1.8 million---now, did you
know that my District's total tech allotment now is $1.2 million for 56K
students? Wow, we could double funding for technology if we only took
advantage of open source.

Total cost of ownership? What is against open source software initiative
in schools? I honestly believe it's our comfort level. We don't want to
try new tools and would rather continue to pay...we pay for expensive
tools but then fail to use all but their most basic features.

Let's stop believing in proprietary software and put the money back into
our children's education. Asked another way, how many more teachers
could we hire with $1.8 million?

Thanks again for bring the subject up...I hope someone will point out
the errors in the points raised in this email.
;->

Wishing you well,

Miguel Guhlin
Director, Instructional Technology
San Antonio, Tx
mguhlin@yahoo.com
http://www.mguhlin.net
RSS: http://feeds.feedburner.com/mguhlin/

Miguel Guhlin's blog Mousing Around has several posts on open source
issues and options. It can be found at
http://www.mguhlin.net/blog/archives/cat_freeopensource.htm

- posted by Larry @ 7:46 p.m.

My ICT Vision page generated a couple of comments on the use of Open
Source. One reiterated the impact of support cost on the total cost of
ownership (TCO). The other reminded me that people can benefit from
using commercial software packages.

First, I used "Open Source" as a place holder for freeware, shareware,
and the multitude of "digital learning objects" (lesson plans, content,
tutorials etc.)found on the internet. Also, my comments are general in
nature and allow for exceptions.

Second, the TCO argument doesn't address the nature of the expenses.
Proprietary software entails high initial costs which reduce the need
for local development and support. Open Source software MAY have a
steeper learning curve and require local customization and higher levels
of support. However, switching a 100 processors from Microsoft Office
to Open Office, would pay for most of a technician. Chances are that
technician would be available to do more than keep Open Office running.
In addition, the argument ignores the work being done in the open
source community to improve the user interface and the community support
model associated with the software. This report Edubuntu Summit: Eat
your heart out! at
http://www.schoolforge.org.uk/index.php/Edubuntu_Summit:_Eat_your_heart_out%21
reports on linux based software being used in or developed for
individual computers, schools, and school districts. If you visit the
site, note the comments on user interface, the ranges of projects, and
the support communities.

Third, I don't object to commercial solutions or products. Many of
these were more technologically advanced than freeware or integrated the
capabilities of several programs. Currently, there is no reason to
assume commercial software is better or easier to use than open source
software. Major corporations and software development communities are
developing sophisticated easy to use (sometimes expensive)open source
software solutions. Consequently, open source should be considered when
making purchase decisions. Further, reasons for purchasing commercial
software instead of open source software should be clearly documented.

Finally, my focus is classroom resources. I teach computer applications
and I use internet resources. A search finds the resources I need to
prepare a module. Students find tutorials that match their skill level
and vocabulary. If I don't want to prepare my own lessons, lessons and
assessment rubrics are on the the internet. When it comes to content, I
can find information 10 minutes to 100 years old. Best of all students
can participate in international learning communities, sharing,
creating, and modifying information. Suddenly, learning has purpose and
relevance.

- posted by Larry @ 2:35 p.m.

I had breakfast with a friend today. Both of us advocate for social
change and the discussion turned to why our message doesn't register
with other citizens. My friend suggested the problem was with the
messenger or the message. I suggested at least part of the problem was
the recipient. Each of us put forward a variety of excellent arguments
supporting our views, but came to no real conclusions.

In response to my claim that recipients believe the messages they want
to hear, I was asked why recipients would want to believe messages of
fear. Examples would be: health care is failing; our children aren't
learning; gay marriage threatens heterosexual marriage; and government
spending is bad. The problem I had and have responding is not all the
messages people chose to hear are messages of fear. Not having a good
answer I procrastinated -- mulled over my response.

Proving that procrastination is an effective strategy, I came across
this quote from J.K. Galbraith's "Affluent Society":

"To a very large extent, of course, we associate truth with convenience
- with what most closely accords with self-interest and individual
well-being or promises best to avoid awkward effort or unwelcome
dislocation of life."

The entire section on "The Conventional Wisdom" can be found at
http://www.uefap.co.uk/reading/exercise/ess1/galbraith.htm

Clearly, my friend and I aren't the only people who have addressed this
issue. :)

- posted by Larry @ 11:42 a.m.

Telus and Interbaun.com have blocked access to the website
voices-for-change.com Voices for Change is a site for members of the
Telecommunications Workers Union and is being blocked as part of a
labour dispute.

The government has chosen to let private,self-regulated industry provide
the internet infrastructure. This incident shows the problem that
decision poses of freedom of speech and commerce. It's as if roadways
were privately owned and an owner refused access to competitors'
vehicles. Or more appropriately, an owner blocked the access to a
competing roadway.

Allowing ISPs to remove or restrict content on their own is convenient
for controlling hate and porn; however, Telus' actions make it clear
that regulations are needed to guide this process.

The internet discussion that brought this to my attention, "Since when
does TELUS decide what and where we go on the Internet" can be found at
http://groups.google.ca/group/edm.forsale/browse_frm/thread/f1f1ecc76984b9a?q=telus&hl=en&

As with most groups not all posters practice good netiquette.

The message I sent to CATA,CRTC, and CAIP follows:

"Telus and Interbaun.com have blocked access to the website
voices-for-change.com Voices for Change is a site for members of the
Telecommunications Workers Union and is being blocked as part of a
labour dispute. Telus claims that pictures of scabs were posted on the
site and they are blocking it to ensure the safety of their employees.
However, no pictures of scabs are on the public portion of the site.
This action shows the need for some guidelines for ISPs to follow when
blocking sites. Whim and politics shouldn't be the deciding factors

Is the industry going to do this or do we need to fight for government
regulation?"

- posted by Larry @ 1:45 p.m.

As part of a job application I was asked to write a one page "vision
statement" about the use of technology in the district. It really needs
several pages and a week or two; however, here I some of the things I
would like to see happen.

The School Division has a good reputation for integrating technology
into the curriculum. I would expect the division to build on the
existing practices.

Collaborative
The widespread use if information and communication technology will
require the participation of all members of the school community. Thus
any initiatives will be meet the needs of the participants. Further, if
grassroots participation is desired, administration at all levels will
need to ensure initiatives are supported with recognition and
resources. Successful initiatives will need to be shared so others can
benefit. Sharing will be part of the district culture and formal and
informal frameworks will be used to facilitate the process. As well
students and teachers need to participate in learning communities.
Locally, parents and the community at large need to be involved in
creating learning opportunities and identifying technological needs and
resources. Online communities not only provide learning material and
software they communicate the values of participation, creating, and
sharing knowledge. Wikipedia is an excellent example of this.

Student Centered Learning
The opportunities presented by information technology will be used to
create authentic assignments and assessments that are tailored to the
students’ needs and interests. Particularly for writing there are
numerous opportunities to prepare material for sharing with peers and
others. Also, where appropriate technology will be used to automate the
assessment process.

Instructional Materials Online
As a matter of course, teachers and students will use learning material
that is freely available online. Pedagogically, instructional material
will up to date and appropriate for each student. Students, teachers,
and the community will collaborate to identify and creating learning
resources. The creation of learning materials provides the
opportunities for authentic assignments. Creating an entry for
Wikipedia is a real task not make a work assignment. Fiscally, free is
affordable.

Open Source Software
The division will rely primarily on Open Source software. The change
over will slow and voluntary (see collaborative). The process could
start by using Open Source software in computer courses. In addition to
students being taught how to use Open Source software, advanced
assignments could include evaluations of Open Source and commercial
software. Open Source will spread on its own if grassroots initiatives
to use it are supported. In any event, there is no justification for
spending education dollars on proprietary software when Open Source
software can be used to meet educational objectives. Even if all of the
cost savings are spent on technical support, resources to support
instruction are increased.

- posted by Larry @ 1:55 p.m.