We met with Tristan Wilkinson this morning at Savoy Place in London. Tristan, who is Intel’s Director for Public Sector for Intel EMEA, wears many hats and has several interests.
今天早上我们在伦敦的Savoy Place与Tristan Wilkinson见面。Tristan是Intel EMEA(欧洲、中东、亚洲)公共领域的主管，有不少头衔和兴趣。
Below Tristan with Perveen Akhtar, Intel UK PR Manager
下图是Tristan与Intel英国公关经理 Perveen Akhtar。
He tells us about a program called One Goal which will be launched in August and piggyback off the South African World Cup. The goal is to get 30 million online signatures in an effort to help make poverty history. Take note: 75 million children still don’t have access to primary school education in the world.
他告诉我们8月，借着南非世界杯之机将推出名为“同一目标”的项目。该目标是获得3000万在线签名，让贫困变为历史。注意：世界上还有7500万儿童仍未有机会接受小学教育。
Tristan asks, “do those that enjoy the benefits of technology have a moral right over those who don’t? If you don’t have access, you’re missing so much.” He adds,”for example, when did a blue collar worker need access to the Internet and many of these tools simply to get a job? It’s particularly important in this economic climate.”
Tristan 问，“享受技术优势的人是否比不享受技术优势的人更具道德权利？如果你不能接触技术，你会失去如此多的东西。”他补充说，“比如，什么时候一位蓝领工人需要进入互联网和这些工具，只为了找份工作？在当今的经济气候中，这尤为重要。”
He talks about the broken education system where we’re still assessed by written exams, rather than an interactive system that allows students to exchange ideas and use technology to learn.
他谈及失败破碎的教育体制，在此体制下我们仍由书面考试来衡量，而非能让学生们交换思想，使用技术来学习的互动性体制。
Essentially you’ve got a 21st century learner in a 19th century environment and the two are starting to cancel each other out. And, what are the other things that allow these technology tools to be unleashed? We have to figure out a way to embrace and value informal learning, such as self-study.
基本上，你让21世纪的学习者在19世纪的环境中，二者开始互相抵偿。而让这些技术不受束缚的其他东西呢？我们必须找到迎接非正式学习（如自学）的方法，并要寻找方法重视它。
The thread is one that isn’t a new one: the digital divide, largely an economic one, however it’s beyond a financial issue, it’s also attitude; attitude among teachers and among parents.
问题并不新：数字分割，主要是经济分割，不论这与财务问题多么不靠边；这也是态度问题，老师和家长的态度问题。
Parents have learned about the perils of Internet use but haven’t necessarily learned about the value that it can bring to their child’s life, particularly in the classroom.
家长们已经了解到使用互联网的危险，不过未必了解互联网可以给孩子们的生活带来价值，尤其是在教室。
Robert Scoble asserts that the change will come from the kids, not from top down. And, adds that it’s not about the technology or being able to afford it, it’s about lack of knowledge and education – what’s out there? what tools can help me find a better job? go to a better school?
Robert Scoble认为变化来自孩子，而非自上到下。他还补充说，这并非关乎技术或能否负担，这关乎知识.的缺乏——外面有什么？什么工具可以帮助我找到更好的工具？去一所更好的学校？
We discuss key drivers. If success and nirvana is a digitally educated population, we shouldn’t have to wait twenty years for people to catch up to embrace these changes…with technology change accelerating at such a dramatic rate, there needs to be an effort to bring those who are being left behind forward.
我们讨论了关键驱动元素。如果成功和涅槃是数字化教育的人口，我们不应等20年才让人们迎头赶上这个机会……随着技术变化日新月异地增长，需要把落后的人推到前面。
Tristan asserts that the problems are very fragmented and that there needs to be a more concerted effort to bring groups like us together to take action.
Tristan坚持，各种问题支离破碎，需要更协调一致的努力将我们这样的团队联合在一起，采取行动。
Sky adds, “the best thing that educators can do is to be totally open to the new devices that already have some of these services embedded….but we have legislation.” Robert has become demoralized and is one of the reasons he doesn’t get involved in this debate regularly.
Sky补充说，“教育者能够做的最好的事是对已有这些服务的新设备完全开放……不过我们有法律。”Robert对此已经失去信心，这也是他不再定期参与辩论的原因。
We also discuss the role of the press….how do the press educate parents and educators and what form it takes. “It’s not that my children are going to get online and be stalked but that if they don’t get online and learn how to use these new technologies, they won’t get jobs, they will be left behind. Parents need to understand that the jobs of the future are going to require them to support their kids to learn how to use technology. There may not be any public or private funds for it but the change needs to happen.
我们也讨论了新闻媒体的角色……新闻媒体如何教育家长.者，它采取什么形式。“这不是我的孩子上线被跟踪，而是如果他们不上线，不学习使用新技术，他们就找不到工作，就被落在后面。家长需要理解未来的工作需要他们支持孩子学习如何使用技术。可能没有公共或私人基金来支持，但确实需要改变。
We need to redefine Digital Inclusion. The definition of digital inclusion today is basic access. It doesn’t include basic skills such as understanding some of the technology and social media schools to network and make friends not just locally for globally. It increases their job and life opportunities significantly. It’s time to move that definition beyond simple access. We need a new definition that policy makers, technology creators, parents, and educators can rally around. There will be a revolution when more and more students get their hands on some of these devices and start using them in the classroom.
我们需要重新定义数字融入。如今，数字融入的定义是基本接入，不包括基本技能，比如理解技术或社会媒体学校或网络化或“海内存知己，天涯若比邻”。这显著增加他们的就职和生活机会。
It’s time to move that definition beyond simple access. We need a new definition that policy makers, technology creators, parents, and educators can rally around. There will be a revolution when more and more students get their hands on some of these devices and start using them in the classroom.
扩展该定义，超越简单接入，正是时机。我们需要政策制定人、技术创造者、家长.者能团结在其周围的新定义。当越来越多的学生接触这些设备，开始在教室使用时，就会产生革命。
