DIGITALINCLUSIONSUMMIT

R EPO RTJANUARY 2015

The State of Internet Connectivity in Kansas City study performed by Google in June 2012 shows that for those residents living in Kansas City:

17% of them do not use the Internet.

41 % THINK THE INTERNET IS IRRELEVANT

28% LACK ACCESS

44% ARESENIORS

46% ARE AFRICAN AMERICAN

42% MAKE LESS THAN $25K A YEAR

64% HAVE ONLY A HIGH SCHOOL EDUCATION OR LESS

Of the 17% non-users:

Exclusion from access to computers and the Internet, including high-speed connectivity, can have profound repercussions for those on the wrong side of the digital divide. Those without access are very disadvantaged in today’s digital society and face challenges in conducting business, accessing health information, gathering research, looking for a job, learning, completing school assignments, securing government services, or even communicating on a day-to-day basis. Digital inclusion must be seen as a priority for our community, and we must all come together to develop a joint vision and strategy to narrow the digital divide. Without a community-wide inclusion initiative, many people will be left behind.

Vision

INDEX DESCRIPTION / DIMENSIONS OF THE ISSUE

Kansas City Digital Divide Snapshot

1 / Description/Dimensions of the Issue1 / Vision

1 / Kansas City Digital Divide Snapshot

2 / Background on Digital Inclusion Summit

2 / Objective and Goals

2 / Partners and Sponsors

3 / Content Gathering Methodology

4 / Themes Emerging from the Digital Inclusion Summit

14 / Appendix15 / Session Descriptions

18 / Best Practices and Resources Track

25 / Strategy and Policy Track

1

The 2014 Kansas City Digital Inclusion Summit convened individuals and organizations working to ensure that all residents are able to benefit from digital access. The Summit will provide a forum to share and discuss digital inclusion efforts and needs in Kansas City and exchange best practices and trends in the field of work that includes digital and online information literacy, broadband adoption, low-cost technology, economic and workforce development, and public access to information technology.

Goals of the Summit included:

• Identifying the major needs in digital inclusion for Kansas City

• Identifying the major gaps in the community in narrowing the digital divide

• The development of a community-wide collaborative plan to narrow the digital divide

• Raising awareness on the importance of digital inclusion in Kansas City

• Improving education and employment outcomes

• Improving and enhancing access to health and government resources

Objective and Goals

Sponsors and Partners

BACKGROUND ON THE DIGITAL INCLUSION SUMMIT TERABYTE LEVEL

Ewing Marion Kauffman Foundation

GIGABYTE LEVELKansas Department of Commerce

City of Kansas City, Missouri

The Brainzooming Group

MEGABYTE LEVELGoogle Fiber

Truman Medical Center

KILoBYTE LEVELLocal Investment Commission (LINC)

Full Employment Council (FEC)

KC Stem Alliance

ExhIBIToR LEVELComcast

City of Kansas City, Missouri

Connecting for Good

Kansas City Digital Drive

Kansas City, Missouri, Parks and Recreation

The Kansas City Public Library

The Kansas City, Kansas, Public Library

Linwood Family YMCA

Literacy Kansas City

Local Investment Commission (LINC)

Metropolitan Community Colleges

Mid-Continent Public Library

UrbanTEC

2

The Digital Inclusion Summit used a common meeting flow within each breakout session to share information with participants, provide them time to work in small groups to identify ideas/opportunities/issues, and then report back to the overall group.

The objective for this interactive, collaborative approach was to:

• Gain expanded participant perspectives on opportunities and issues.

• Uncover new ideas to support efforts to close the digital divide.

• Capture specific ideas and comments to document in the post-Summit report.

Based on whether a particular session was addressing resources and best practices or strategy and policy, participants were offered four questions to focus their discussions:

Participants documented their discussions and responses to the questions above. The depth of each group’s feedback varied based on:

• The time actually allotted for discussion

• The extent of their focus in addressing the topics

• Their rigor in documenting discussions

Participants were asked to turn in their discussion reports. The Brainzooming Group, which designed the exercises used in each session, compiled and categorized the responses to create this report.

RESouRCES AnD BEST PRACTICES TRACK

Content-Gathering Methodology

• What are new ideas for how these resources/tools can be applied to address the digital divide?

• What other individuals or groups could benefit from these tools and resources to help close the digital divide?

• What tools/resources are needed to address other potential challenges or barriers to digital access?”

• What questions do you think remain unanswered in this area?

STRATEGY AnD PoLICY TRACK

• How might you shape or refine the issue to make more rapid progress in closing the digital divide?

• What definitely has to happen to achieve greater success with these types of efforts in closing the digital divide?

• What additional ideas do you have for how strategies and policies in this area can better address the digital divide?

3

In reviewing, categorizing, and analyzing participant responses, nine themes emerged from the Digital Inclusion Summit participant discussions.

The themes are summarized in this section with:

• A brief introduction

• A sampling of related participant comments (some edited for length, clarity, and redundancy)

• An overview of opportunities, implications, and/or potential next steps

The nine themes include:

THEMES EMERGING FROM THE DIGITAL INCLUSION SUMMIT

1. CREATE A COLLABORATIVE MOVEMENT ACROSS DIGITAL INCLUSION INITIATIVES

2. REFRAME DIGITAL INCLUSION AROUND GEOGRAPhIC AND ORGANIzATIONAL LINES

3. BUILD STRONGER AWARENESS OF REAL OPPORTUNITIES AND ASPIRATIONS

4. INVOLVE FAITh-BASED AND COMMUNITY GROUPS TO REACh PEOPLE

5. MEANINGFULLY ENGAGE BUSINESSES IN DIGITAL INCLUSION

6. TAKE ADVANTAGE OF CROSS-GENERATIONAL OPPORTUNITIES

7. ADDRESSING CONCERNS, RISKS, AND FEARS

8. BARRIERS TO ACCESS ExTEND WELL BEYOND TEChNOLOGY ISSUES

9. AGGREGATE DIGITAL INCLUSION RESOURCES AND SERVICES, REVIEW BEST PRACTICES, AND ESTABLISh BENChMARKS

4

There are multiple organizations and parties working to address digital inclusion in Kanas City. This presents a clear opportunity to collaborate, build upon current initiatives, and leverage efforts under a single name/identity spanning all initiatives.

Overview

Many interested, passionate people and organizations understand the implications of the digital divide and the incredible possibilities from eliminating it. They are typically tackling the issue from their own perspectives, capitalizing on their respective capabilities, talents, and resources to develop their envisioned solutions. Some efforts are unique. Others, however, could be duplicating efforts, leaving potential gaps in successfully addressing the digital divide.

There is a real opportunity, as voiced by Digital Inclusion Summit participants, to create a coordinating organization. It should involve interested parties and facilitates in an integrated, even higher-profile movement that extends the reach of current resources and builds support for greater attention and advancement toward closing the digital divide.

“We don’t need another organization or project to work

on, but need a movement.”

“Don’t rebuild what other people have already created;

many resources are available, especially online.”

“Get partners together to have one big voice.”

“How (do we) build a network of organizations

for the digital divide?”

“(Foster) collaboration between each organization

already working to close the digital divide.”

“Model a program after Harvesters.”

“Collective effort, i.e., many, many groups working on the goal

and working together.”

How are people hearing about the available

tools and resources?”

“How do we learn about each other and connect with others

doing the same thing?”

“Small voices could come together as one big voice to make a change.”

THEME 1: Create a Collaborative Movement ACROSS Digital Inclusion Initiatives

PARTICIPANTCOMMENTS

5

Within the community, we are bounded by traditional structures, both geographic (state, county, city lines) and organizational (school districts, community groups, etc.).

The availability of ultra high-speed Internet service creates the potential to deliver information, resources, and support in new ways that ignore traditional boundaries. This necessitates reframing traditional thinking to accelerate digital inclusion.

Overview

In a telepresence session for the Gigabit City Summit in 2012, Josep Piqué, CEO of the 22@Barcelona innivation district in Barcelona, Spain, asked the question, “When everything is in the cloud, what does ‘place’ mean?”

Digital Inclusion Summit participants raised related questions and ideas regarding the importance of working across traditional boundaries. As access to vital digital resources opens up new possibilities, the community must first envision new ways to provide these resources to span geographic, organizational, and social boundaries. We won’t be effective if we accept boundaries that have shaped thinking, funding, support, and actions throughout our community’s history.

Existing digital service infrastructure can be used in innovative ways. As one participant suggested, “We might use school infrastructure to provide wireless access to a community around the school. Bandwidth use drops during the evening at schools but increases in the homes. Could homes access the school bandwidth in the evenings and weekends?”

Other examples of cross-boundary outreach include the Kansas Board of Regents offering an online high school degree program, and the library checking out hotspots to school students to allow them to work on homework outside school hours.

Those are just a few examples of exciting new ways to imagine bringing resources and tools to those who will most easily miss them if old thinking doesn’t change.

“Look at patrons/community members regionally, not just as service system entities.”

“(We) need a work-around for the political barriers to the democratization of digital technology.”

“Educate agencies on funding in a way that eliminates the feelings of competition and increase collaboration with less fear.”

THEME 2: ReframE Digital Inclusion around Geographic and Organizational Lines

PARTICIPANTCOMMENTS

6

Digital Inclusion Summit participants pointed to the need to create greater awareness of the issue. Part of the awareness-building equation comes through creating greater message frequency and impact for messages. Another vital aspect identified by participants is the need for messages, formats, images, and styles that are appropriate and resonate with those in the digital divide.

Overview

Some aspects of reaching the digital divide audience need to be grassroots (see theme #4, “Involve Faith-Based and Community Groups to Reach People”). There is also a need, however, for a strong, compelling message that is engaging and distinctive, builds support, and drives action throughout all parts of the community.

Addressing awareness-building will require an integrated, professional, and ongoing marketing and advertising program. The target audience’s diversity demands both traditional approaches and nontraditional formats that take the message into the community through billboards, display, vehicle signage, etc.

The message will need to establish the size and impact of the digital divide and provide information on how people can advance their digital literacy levels with education, tools, and resources.

“Advertise to the masses and let more of the users know about

these programs.”

“Adapt the language to (be relevant for) the community.

Adapt the marketing.”

“Cultural minorities don’t see people like them doing

coding – so they think it is not ‘for them.’”

“Need to let kids and teens know they have the power

to positively impact their own lives.”

“Need to let teens know there are pathways to

their futures from their current interests.”

THEME 3: Build Stronger Awareness of Real Opportunities and Aspirations

PARTICIPANTCOMMENTS

7

Despite its efficiency for so many audiences, the use of online marketing and outreach to target those without access to online resources won’t be effective. Digital Inclusion Summit participants suggest there are important opportunities for faith-based and community groups to play a larger, organized role in reaching their members who are in the digital divide.

Overview

It is vital to create broader awareness of digital inclusion’s importance as a community issue and opportunity. Key parts of the audience who most need the message, however, may not be reached in standard ways.

Participants throughout Digital Inclusion Summit sessions suggested the importance of working with groups apparently absent from the effort right now to reach people in the digital divide. There’s opportunity for a strategy to approach this audience in two ways. One is to understand where people in the digital divide are active in groups within the community, be they faith-based, community, social, cultural, or other types of organizations.

The second component of the strategy is to identify the appropriate “anchor institutions” in the community. These provide both a broad reach to those in the digital divide and are already (or are prepared to be) active in outreach and digital education.

“Fit into the community as opposed to trying to shape the community to fit a digital approach.”

“Build relationships with community leaders, faith-based leaders.”

“(Develop) awareness of community and culture practices (i.e., Wednesday Bible study, sporting events)”

“Are the churches (faith-based organizations) connected to schools/community agencies? Are these churches educated/informed on the ongoing need to bridge the digital divide?”

“Churches and neighborhood associations (need to be involved). Churches could use every 5th Sunday (quarterly) to do digital literacy programs or have an abbreviated service and save time for digital lessons.”

“Get more tech in churches for year-round use with hot spots.”

“Cultural institutions – literacy isn’t about language, many times there are cultural barriers.”

THEME 4: Involve Faith-Based and Community Groups to Reach People

PARTICIPANTCOMMENTS

8

The current digital inclusion leadership in Kansas City is characterized by nonprofit organizations, government agencies, and Internet service providers (ISPs). There’s a clear opportunity to bring businesses and business leaders to the table with vested interests in hiring the newly-digital literate as part of their companies’ strategies.

Overview

There are many organizations involved in the digital inclusion effort for altruistic reasons. Additionally, the ISPs are involved because of interest in providing their services to a wider base of users. There isn’t as much clear leadership involvement from businesses that will be recruiting and hiring the newly digital literate. This group represents a different set of commercial interests and motivations in addressing digital inclusion, and can help drive progress on new fronts and in different ways (such as introducing more workforce center programming on basic computer skills).

A first step is to survey businesses in the community to understand their hiring and technology needs – regarding new employees and how digital literacy expectations are changing among current employees. The results provide a basis to reach out to general management, human resources, and IT professionals.

Residential rental property owners are another group to involve more actively. There are already examples in Kansas City (such as Rosedale Ridge) where Internet access was included in apartment rent. Before Internet access was included, there were high vacancy rates. Following installation, resident retention grew significantly (and a waiting list developed), which means more rental stability for property owners and more consistent home for students.”

While different in nature, home-based businesses are another set of commercial interests to actively involve in leadership roles. Those who have used digital resources to create and grow home-based businesses can lead the outreach to others with comparable opportunities.

“Must let businesses know (how) to help with youth digital learning

if they want knowledgeable employees for the near future.”

“Need to get the corporations with money to understand the

needs for digital literacy.”

“Corporations (need to become involved since they will be the ones) to provide

jobs to those getting trained.”

“Share (information) with the business community so they

can disperse information.”

“Wish jobs would offer professional development

on technology training. The workplace is missing

opportunities. People in jobs where technology is

introduced might be on their own to figure it out.”

“Mid-career professionals have to learn a lot of tech if

they are displaced from their jobs or change jobs.”

“We need to communicate with property owners to get them

to realize the benefits of including/providing Internet access, much like a utility.”

THEME 5: Meaningfully Engage Businesses in Digital Inclusion

PARTICIPANTCOMMENTS

9

Across multiple Digital Inclusion Summit sessions, ideas surfaced for connecting multiple generations with digital learning needs that could be addressed by another generational group. This creates an opportunity for strong learning and increased understanding across age groups that might not happen otherwise.

Overview

There’s an intriguing opportunity to use the talents, needs, capabilities, and challenges that characterize each generation to create multi-generational programs addressing digital inclusion.

Children: School students are increasingly receiving instruction through digital technologies and have a strong understanding of their uses and benefits. They may lack access to stable, readily available resources outside the classroom, however, and in some cases lack mentorship in successful life skills. Often, their schools have community service expectations that students actively help others in the community.

Parents: They may harbor suspicions about technology use and risks for their school-age children. Lack of knowledge of technology could also be holding them back in their careers and earning potential. There’s an opportunity for training on how to be a digital parent, demonstrating the importance and value of digital access for themselves and their children.

older Adults: They would benefit from understanding digital resources to sustain independent living. Older adults may also be more active in faith-based communities and have available time and experience to share as trainers and mentors. Some seniors are already preparing themselves to be digitally savvy; five seniors attended the Digital Inclusion Summit and split up to attend as many sessions as possible to develop their knowledge.

“Involvement of everyone, such as seniors and children, of various (backgrounds) and diversity (is vital).”

Many parents of school children need to better understand the benefits of technology through “teaching them how to use tech and that it isn’t just fun and games.”

Helps address “family pressure – you don’t need it (and) lack of support.”

“Are devices going to help with teaching kids or hinder them?”

“Meet with parents where they are at health clinics, bus stops, (in the) community – (provide) grassroots knowledge to increase awareness & potential buy-in.”

Where grandparents are raising children, “educate grandparents about technology tools to help their students.”

THEME 6: Take Advantage of Cross-Generational Opportunities

PARTICIPANTCOMMENTS

One multi-generational approach could be “creating a student help desk for parent education and to assist fellow students.” A digital literacy hotline that’s promoted through billboards takes advantage of student expertise and channels it toward other generations who would directly benefit from greater technology learning.

Extending the idea to a digital literacy youth corps more overtly places digitally strong young people in situations to help older adults with no access to learning new skills that can extend their productivity and community involvement.

10

Participants cited safety and security fears as perceived risks standing in the way of greater digital participation. The session on digital access and schools addressed this topic. Because the public understands that school children have computers, they become potential targets for theft outside of the school. Concerns exist about how digital availability opens the potential for student access to online gaming and adult websites.

Overview

Whether or not these fears and perceived risks are accurate, they are real for individuals both inside and outside the digital divide.

Among the potential solutions participants suggested, many are already contained within other themes, including ideas for awareness building, multiple generations assisting one another, and education in the effective use of digital resources.

Other suggested solutions involve additional long term and day-to-day issues, such as access to insurance for computers issued to school children, software and practices for addressing cyberbullying, and applications that keep children safe on the Internet by managing where they can navigate with or without parental oversight.

“Parents have refused to let kids have devices at a much higher

rate than expected because of insurance and not

understanding this is how students have to do homework. Parents are saying they went to

school without computers, why is it different now?”

“As we close the digital gap, we have to be conscious of

how we merge this with people who are at

the pre-PC stage.”

“To protect their computers, kids may be leaving their computers

at school even though their textbooks are on the computer.”

“We need to communicate that the resale value of a computer is not amazing and that computers have tracking devices. This could result in fewer stolen computers

and less personal risk for students transporting computers

to and from school.”

“Parents want to protect kids from online influences.”

“Do you teach people how to protect themselves

when online?”

THEME 7: Address Concerns, Risks, and Fears

PARTICIPANTCOMMENTS

11

We asked participants to identify digital inclusion barriers they saw from their own experiences. Responses indicated that while technology access and education might be the first barriers the general public anticipates, they are certainly not the only ones. Because of this, it’s important to frame digital inclusion advocacy broadly enough to rally interests and resources needed to address the variety of barriers individuals face.

Overview

The barriers participants put forward vary in scope, complexity, and the nature of the resources needed to address them successfully. Some seem to require nothing more than creative thinking and openness to nontraditional solutions.

A key lesson is that advocacy in digital inclusion requires leadership with a broad, integrated vision of potential solutions to existing barriers and new ones that emerge or develop. Additionally, areas now not represented prominently in the effort (such as public transportation) need to be recruited and actively involved.

“How to make a case for concerted advocacy?”

“3 Buckets (to Address) – 1. Access, 2. Device, 3. Knowledge.”

“Economic challenges (exist) in affording technology, such as computers and Internet access.” Other barriers participants identified included:

“Language”

“Cultural biases or apprehensions”

“Transient/dynamic population”

“Homeless families”

“Coolness factor”

“Transportation issues” – “Live in areas not near a program”

“Disabilities – HOH, Hand/Eye Coordination”

“Scheduling around work/school hours”

“Libraries – waiting on line, only one hour (use of computers)”

“Ex-offenders”

“How can we change our physical and information spaces to accommodate a more inclusive consumer market?”

“Have teams of people with disabilities who live successfully (with technology) show people (both those with limitations and those without) how it works, make others more comfortable.”

THEME 8: Barriers tO Access Extend Well Beyond Technology Issues

PARTICIPANTCOMMENTS

12

Consistent with the theme of creating a collaborative movement among digital inclusion initiatives, Digital Inclusion Summit participants and the organizing team articulated the need to understand where broad community attitudes are toward digital inclusion. This benchmark sets the stage for identifying priorities, developing successful strategies, and tracking progress.

Overview

A variety of starting steps, some underway already, set the stage for moving forward to address the themes reflected in the 2014 Digital Inclusion Summit. Among them are:

• Aggregating all available information resources and studies documenting digital inclusion opportunities in the Kansas City community. Where there are significant gaps that prevent the creation of a sufficient benchmark, conduct new research to set the stage for prioritizing initiatives and tracking progress.

• Looking outside the metro area – in other communities and across industries – for digital inclusion solutions that are working effectively and can be adapted for implementation in Kansas City.

“Is anyone in KC developing best practices for evaluating digital literacy training and its impact

on quality of life, job placement, advancement and retention? If so, where is it being published,

how is it being shared?”

“Success metrics must be collected, demonstrated, and celebrated to tie increases in digital inclusion to increases

to things that matter to economic development and

workforce development.”

THEME 9: Aggregate Digital Inclusion Resources and Services, Review Best Practices and Establish Benchmarks

PARTICIPANTCOMMENTS

13

APPENDIX Digital Inclusion summit session descriptions

SESSION TRACKS

14

Learn about Public Wi-Fi and the use of Mesh NetworksWireless mesh networks, an emerging technology, may bring the dream of a seamlessly connected world into reality. Wireless mesh networks can easily and effectively connect entire cities using inexpensive, existing technology. Traditional networks rely on a small number of wired access points or wireless hotspots to connect users. In a wireless mesh network, the network connection is spread out among dozens or even hundreds of wireless mesh nodes that “talk” to one another to share the network connection across a large area.

Trainer’s Toolbox: Resources for Digital Literacy Providers This hands-on session will give you a chance to test drive instructional tools that can be used to help anyone become a productive Internet user. Learn about free web-based applications that can be used in a classroom setting along with resources that help new users through self-guided learning experiences. You will be introduced to practical tools that can bring people from basic computer skills to effectively using social media. At the same time, you will find out just how computer literate you are yourself!

Free Digital Resources for Education, GED, Workforce and Economic Development Learn about free digital resources in education, workforce and economic development available at your local libraries, community colleges, workforce organizations, etc.

Low-Cost and Affordable Broadband Packages from Area ProvidersFind out about the various low-cost offerings from broadband and Wi-Fi providers in the community. Learn about their plans to introduce high-speed connectivity and about community outreach efforts underway.

Digital Literacy and its Importance in Narrowing the Digital DivideJust as providing books to people who cannot read does not solve illiteracy, simply offering access to technology does not bridge the digital divide. Tutoring, and other educational initiatives must be a vital part of a digital inclusion initiative. Moreover, the curriculum must be broad in scope while fulfilling the needs of targeted audiences. The goal is to equip the targeted population with the digital skills needed to enhance employment opportunities or, as in the case of the disabled or the elderly, positively impact daily lives with relevant access skills. This session will explore best practices for community-wide digital literacy initiatives.

How Can the Kansas City Community Increase and Scale Capacity to Meet the High Need for Access, Digital Literacy, and Connectivity?hear from organizations in Kansas City that are actively working to narrow the digital divide and strategize on ways to scale what is currently in place in the community.

Youth and the Computing DivideGoing beyond literacy and media creation, how can we get youth interested in computing: making video games, mobile apps, etc.? How can we move from interest to actual careers in the field?

Digital Inclusion summit session descriptionsThese were the session names and topics covered during the Digital Inclusion Summit, held on October 17, 2014, at the Kansas City Public Library - Central Library.

15

Closing the Digital Divide, One App at a TimeMobile apps are the fastest-growing dimension of the mobile space with impact on virtually every aspect of our lives. So how can this popular technology be used to benefit education, workforce, digital literacy, early childhood development, and seniors?

Bridging the Digital Divide as a Mainstream Issue in Economic DevelopmentEconomic advantage and competitiveness rest heavily on the ability to equip the 21st-century workforce with competitive digital tools and resources. Local governments are engaged in fierce competition to attract businesses, and digital inclusion is a major key to increasing their advantage.

Digital Inclusion for Underserved Communities – What is Really Needed? hear from individuals in these communities on how narrowing the digital divide in their community can be achieved.

Narrowing the Digital Divide for SeniorsLearn from those who have implemented innovative initiatives in their communities that close the digital divide for seniors. how can the Greater Kansas City area develop a coordinated and successful initiative to narrow the digital divide for seniors?

Digital Inclusion and Workforce DevelopmentToday’s workplace increasingly relies on technology. From computers that help mechanics diagnose car troubles to computer-assisted laboratories, radio and television broadcasting, and machine-shop engineering, computer literacy has become a prerequisite for employment and career development in most fields. Individuals lacking computer skills and regular access to computer and telecommunications technologies face surmounting obstacles to participating in the technology-based economy. Not only does this growing “digital divide” threaten to place low-income citizen even further behind in competition for jobs, it also jeopardizes our economy. how can the greater Kansas City area better serve its workforce and provide necessary technology skills and resources?

Accessibility Technology and Strategies for Persons with DisabilitiesTechnology and the Internet offer those with disabilities a great opportunity to fully participate in the digital age and be fully independent. Those who have difficulty leaving their homes, or are visually or hearing impaired, can use the Internet to access health information, communicate with others, read books and newspapers, and much more. People who have difficulty holding a pen or using a keyboard can use the latest speech recognition software to write letters, pay their bills, or perform work-related tasks. how do we in the greater Kansas City area offer solutions for accessing and using technology to better serve those with disabilities?

Digital Divide in the Kansas City School District Seventy percent of students in the Kansas City, Missouri, School District do not have access to the Internet in the home and there is a 40% mobility among the student population during the school year. What is the best approach to ensure students have access at home, in libraries, schools, community organizations, faith based organizations etc.

Digital Inclusion Collaborations and Sustainability Programs that have been inclusive in their approach to engaging community partners appear to enjoy the highest levels of success. The support of the public/private-sector partnerships, the philanthropic community, and other not-for-profit organizations in the community, along with strong relationships with the board of education and higher-level institutions, build a sustainable infrastructure that provides a variety of access alternatives for citizens.

16

BEST PRACTICES AND RESOURCES TRACK – ALL SESSIONS

STRATEGY AND POLICY TRACK – ALL SESSIONS

pp. 18-24

pp. 25-30

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d,

man

y re

sour

ces a

re

alre

ady

avai

labl

e,

espe

cially

onl

ine.

•

Part

ner w

ith o

ther

or

gani

zatio

ns to

“t

rain

the

trai

ner’

•Pa

rtne

r with

com

mun

ity o

rgan

izatio

ns

(Can

we

do “t

rain

the

trai

ner”

sess

ions

w

ith th

eir e

mpl

oyee

s)

•Lo

ok a

t pat

rons

/ co

mm

unity

m

embe

rs re

gion

ally

, not

just

as s

ervi

ce

syst

em e

ntiti

es

•Sc

hool

+ li

brar

y pa

rtne

rshi

ps (o

n lit

erac

y le

vels)

•Bu

ild re

latio

nshi

ps w

ith

com

mun

ity le

ader

s, fa

ith-b

ased

lead

ers

•Ho

w to

bui

ld a

net

wor

k of

or

gani

zatio

ns fo

r the

dig

ital

divi

de.

•Ne

ed to

get

the

corp

orat

ions

w

ith m

oney

to u

nder

stan

d th

e ne

ed fo

r dig

ital l

itera

cy

and

acce

ss is

a ri

ght.

•

Colla

bora

tion

and

part

nerin

g

•M

odel

a p

rogr

am a

fter

The

Harv

este

rs.

Enga

gem

ent

•

Pare

nt e

ngag

emen

t with

scho

ol /

PD

libra

ry ca

rds,

plus

tran

spor

tatio

n an

d in

cent

ives

•M

ore

volu

ntee

rs fo

r ou

trea

ch /

incr

ease

d co

mm

unity

out

reac

h,

part

ners

hip

effo

rts

•Bu

ildin

g ra

ppor

t and

in

crea

sing

abili

ty to

co

nnec

t the

righ

t pe

ople

to te

ach

indi

vidu

al

•En

gagi

ng y

oung

peo

ple

to v

olun

teer

and

in

tegr

ate

selfl

ess

serv

ice a

nd

com

mun

icatin

g th

e be

nefit

s

•Ge

t peo

ple

from

the

com

mun

ity to

hel

p th

ose

in

the

com

mun

ity to

un

ders

tand

the

Inte

rnet

. . .

w

ith a

tran

sient

com

mun

ity,

pay

som

eone

to co

ordi

nate

th

e re

sour

ces.

•Ge

t tee

ns in

volv

ed in

te

achi

ng /

inte

rnsh

ips

•To

ol k

its (F

aith

-ba

sed,

vol

unte

ers)

•

Capi

taliz

e on

com

. se

r. Re

quire

men

ts

•St

udy

the

Rhod

e Isl

and

Broa

dban

d Ad

viso

ry

Coun

cil a

ppro

ach.

Whe

n th

e st

ate

ende

d th

e pr

ogra

m, i

t rec

ruite

d pr

ovid

ers a

nd co

mm

unity

or

gani

zatio

ns to

cont

inue

its

wor

k on

a v

olun

teer

ba

sis.

•

Mak

e di

gita

l inc

lusio

n on

e of

the

KC C

ham

ber’s

Big

5

Initi

ativ

es.

•Rh

ode

Islan

d al

so h

as a

di

gita

l inc

lusio

n pr

ogra

m

thro

ugh

its D

epar

tmen

t of

Educ

atio

n.

Reso

urce

s •

Prov

ide

peop

le w

ith

fund

ing

sour

ces s

o th

at th

ey co

uld

enab

le p

eopl

e in

th

eir c

omm

unity

.

•Co

st o

f bui

ldin

g th

e ne

twor

k –

Roof

righ

ts, e

quip

men

t (ra

dio,

ant

enna

s),

band

wid

th, m

aint

enan

ce o

f th

e ne

twor

k.

•

Reso

urce

of a

ll lo

catio

ns a

nd

seni

ors

•Te

ch n

avig

ator

“S

afe

Plac

e”

Educ

atio

n

•

Com

mun

ity ce

nter

pr

ogra

mm

ing

– cla

sses

fo

r sen

iors

, adu

lts,

yout

h •

Use

the

arts

to te

ach

•In

divi

dual

ized

and

one-

on-o

ne a

tten

tion

can

be a

bet

ter f

acili

tato

r

•He

lpin

g se

nior

s w

ith m

edica

l m

anag

emen

t usin

g ap

ps /

port

alizi

ng

(in ta

ndem

with

te

xtin

g) /

text

ing

BEST

PRA

CTIC

ES A

ND R

ESOU

RCES

TRA

CK –

ALL

SES

SION

S

18

Q

uest

ion

To

pic

Cate

gory

Trai

ner’s

Too

lbox

Fr

ee D

igita

l Res

ourc

es fo

r Edu

catio

n,

etc.

Di

gita

l Lite

racy

Ho

w ca

n KC

Com

mun

ity S

cale

Th

is?

Clos

ing

the

Digi

tal

Divi

de O

ne A

pp a

t a

Tim

e

Nar

row

ing

the

Digi

tal

Divi

de o

f Sen

iors

Lo

w C

ost &

Affo

rdab

le

Broa

dban

d

•In

tegr

atin

g di

gita

l and

hu

man

cont

act t

o be

tter

mat

ch th

e rig

ht

teac

hers

to st

uden

ts

Serv

ices

•Pr

ovid

ing

serv

ices f

or

even

ing

class

es –

child

care

, sp

ace,

vol

unte

ers

•Pr

ice se

rvice

s tha

t hav

e m

oved

to th

e In

tern

et a

nd it

is

now

requ

ired

to d

o on

line.

Lik

e SS

A fo

r ben

efits

.

Acce

ss

Appl

icat

ions

•Ad

aptiv

e te

chno

logy

– k

ey

sizes

, tex

t size

s to

mor

e ea

sily

seen

/ us

ed b

y se

nior

s •

Text

not

ifica

tions

(i.

e. e

mer

genc

y al

erts

, med

ical

rem

inde

rs, e

tc.)

Oth

er

•

“You

don

’t kn

ow w

hat y

ou d

on’t

know

” •

Lear

ning

exp

ress

•

JOCO

– T

reeh

ouse

/ te

ch sk

ills,

codi

ng

•

Debi

t car

ds /

cred

it •

Libra

ry ca

rds e

xten

sions

Wha

t oth

er

pote

ntia

l ch

alle

nges

or

bar

riers

do

thes

e re

sour

ces /

to

ols n

eed

to b

e ab

le

to a

ddre

ss

with

the

Digi

tal

Divi

de?

For I

ndiv

idua

ls •

Lang

uage

bar

riers

•

Heal

th is

sues

•

Disa

bilit

ies –

HO

H,

Hand

/Eye

co

ordi

natio

n •

Acce

ssib

ility

•La

ngua

ge b

arrie

r •

Tran

sient

/ dy

nam

ic po

pula

tion

•Co

olne

ss fa

ctor

•

Need

to le

t kid

s and

teen

s kno

w th

ey

have

pow

er to

pos

itive

ly im

pact

thei

r ow

n liv

es

•Cu

ltura

l min

oriti

es d

on’t

see

peop

le

like

them

doi

ng co

ding

– so

they

thin

k it

is no

t “fo

r the

m”

•Tr

ansp

orta

tion

issue

s •

Need

to le

t tee

ns k

now

ther

e ar

e pa

thw

ays t

o th

eir f

utur

es fr

om th

eir

curr

ent i

nter

ests

•Un

equa

l rep

rese

ntat

ion

of in

divi

dual

s / g

roup

s in

org

aniza

tions

co

llabo

ratin

g to

clos

e th

e Di

gita

l Div

ide

•Re

mov

e su

spici

on

rega

rdin

g re

sour

ces /

to

ols /

org

aniza

tions

•

Mob

ility

of t

he

popu

latio

n (g

ood

and

bad)

•

Chan

ging

min

dset

, di

stru

st o

f tec

hnol

ogy

•La

ngua

ge b

arrie

rs

•Tr

ansp

orta

tion

Acce

ss /

Vario

us F

orm

s •

Live

in a

reas

not

ne

ar a

pro

gram

•

Sche

dulin

g ar

ound

w

ork/

scho

ol/h

ours

•

Publ

ic tr

ansp

orta

tion

•Lib

rarie

s- w

aitin

g on

lin

e, o

nly

one

hour

•

Econ

omic

issue

s –

cabl

e v.

inte

rnet

•Di

gita

l Med

ia La

b –

how

do

we

have

a

solid

pre

senc

e? P

hysic

al S

pace

– (1

) Um

edia

lab

in C

hica

go h

as th

is, (2

) Key

=

men

tors

•Ec

onom

ic ch

alle

nges

in

affo

rdin

g te

chno

logy

, su

ch a

s com

pute

rs a

nd

Inte

rnet

acc

ess

•

Web

por

tal

•Pu

ttin

g cla

sses

on-

line

•M

ergi

ng th

e di

vide

be

twee

n Ap

ple

and

Andr

oid?

•

Mob

ile

tele

com

mun

icatio

ns

– bl

ocki

ng h

otsp

ot

tech

for p

rofit

•Tr

ansp

orta

tion

Tim

e

19

Q

uest

ion

To

pic

Cate

gory

Trai

ner’s

Too

lbox

Fr

ee D

igita

l Res

ourc

es fo

r Edu

catio

n,

etc.

Di

gita

l Lite

racy

Ho

w ca

n KC

Com

mun

ity S

cale

Th

is?

Clos

ing

the

Digi

tal

Divi

de O

ne A

pp a

t a

Tim

e

Nar

row

ing

the

Digi

tal

Divi

de o

f Sen

iors

Lo

w C

ost &

Affo

rdab

le

Broa

dban

d

Aw

aren

ess /

Kn

owle

dge

•Fe

arfu

l (br

eaki

ng

devi

ce/h

acki

ng)

•Ho

w d

o pe

ople

kn

ow a

bout

it?

•La

ck o

f Inf

o,

class

es/r

esou

rces

•

Know

ledg

e to

acc

ess

help

•

No k

now

ledg

e of

ho

tspo

ts

•Ad

vert

ising

to th

e m

asse

s and

lett

ing

mor

e of

the

user

s kn

ow a

bout

thes

e pr

ogra

ms

•Ne

ed to

bui

ld a

war

enes

s

•Aw

aren

ess o

f co

mm

unity

and

cultu

re

prac

tices

, i.e

. W

edne

sday

Bib

le st

udy,

sp

ortin

g ev

ents

•

Educ

atin

g pa

rent

s, fa

mili

es a

bout

how

m

uch

tech

affe

cts a

ll w

alks

of l

ife

•Co

nnec

ting

to th

e un

conn

ecte

d

•

Basic

trai

ning

for n

ew

use

of A

ndro

id a

nd

iOS

user

s •

Mor

e ed

ucat

ion

– kn

owle

dge

of

reso

urce

s •

Fill-

in th

e Ea

rly

Lear

ning

Gap

s

•Pr

omot

ion

and

com

mun

icatio

n of

m

ater

ials

and

info

rmat

ion,

not

ju

st to

seni

ors b

ut

to o

ther

co

mm

unity

lead

ers

(radi

o, n

ewsle

tter

s, pa

pers

) •

Chan

ging

min

dset

s

Reso

urce

s •

Have

old

er

Mac

hine

s •

No co

mpu

ter a

t ho

me

•FE

C –

outd

ated

co

mpu

ters

•

Fina

nces

for u

p ke

ep

of p

erso

nal

com

pute

rs

•

Regi

onal

supp

ort

grou

p fo

r app

s •

Fund

ing

Supp

ort

Net

wor

k •

Fam

ily p

ress

ure

– yo

u do

n’t n

eed

it/la

ck o

f sup

port

Busin

ess

•

Mus

t let

bus

ines

ses k

now

to h

elp

with

yo

uth

digi

tal l

earn

ing

if th

ey w

ant

know

ledg

eabl

e em

ploy

ees f

or th

e ne

ar fu

ture

Enga

gem

ent

•Ho

w d

o w

e m

ake

a ca

se fo

r con

cert

ed

advo

cacy

?

Stra

tegy

•

Are

devi

ces g

oing

to

help

with

teac

hing

ki

ds o

r hin

der t

hem

?

OTH

ER

•W

ould

love

to

colla

bora

te th

is tr

aini

ng w

ith

indi

vidu

als-

- we

trai

n fo

r ass

istiv

e te

ch

acce

ss a

nd a

di

sabi

lity.

•

211

acce

ss

•Af

ter s

choo

l pr

ogra

ms

•KC

K sc

hool

kid

s also

20

Q

uest

ion

To

pic

Cate

gory

Trai

ner’s

Too

lbox

Fr

ee D

igita

l Res

ourc

es fo

r Edu

catio

n,

etc.

Di

gita

l Lite

racy

Ho

w ca

n KC

Com

mun

ity S

cale

Th

is?

Clos

ing

the

Digi

tal

Divi

de O

ne A

pp a

t a

Tim

e

Nar

row

ing

the

Digi

tal

Divi

de o

f Sen

iors

Lo

w C

ost &

Affo

rdab

le

Broa

dban

d

have

lapt

ops

•Vo

lunt

eerin

g ef

fort

s in

pla

ces l

ike

YMCA

•

Wire

less

acc

ess c

oop

mod

el –

100

ho

useh

olds

•

Pare

nt tr

aini

ng, h

ave

fam

ily co

mpu

ter

days

W

hat o

ther

in

divi

dual

s or

gro

ups

coul

d be

nefit

from

th

ese

tool

s an

d re

sour

ces t

o he

lp cl

ose

the

Digi

tal

Divi

de?

Indi

vidu

als

with

Nee

ds

•

Lear

ning

disa

bled

•

Peop

le w

ith la

ngua

ge b

arrie

rs

•Re

ach

ELL c

omm

uniti

es

•Pe

ople

with

litt

le a

cces

s to

libra

ry d

ue

to tr

ansp

orta

tion

/ kn

owle

dge

•Hi

gh sc

hool

stud

ents

•

Adul

ts w

ho n

eed

read

ing

skill

s

•Im

mig

rant

s •

Non-

Engl

ish sp

eaki

ng

imm

igra

nts

•Re

fuge

es

•Re

cent

imm

igra

nts

•Si

ngle

par

ents

•

Hom

eles

s you

th

•Di

sabl

ed p

erso

ns

•El

derly

•

Seni

ors

•Ex

-con

s •

Adul

ts

•Un

empl

oyed

, un

dere

mpl

oyed

•

Yout

h •

Hom

eles

s

•

Hom

eles

s fam

ilies

•

Scho

ol a

ge k

ids

•Pa

rent

s who

wor

k •

Peop

le w

ith

disa

bilit

ies

•Se

nior

s •

Hosp

ital P

atie

nts

•Pa

rent

s

Type

s of

Org

aniza

tions

/

Grou

ps

•Re

tirem

ent F

acili

ties

•Ch

ild C

are

(facil

ities

) •

Chur

ches

•

Socia

l Org

aniza

tions

, w

orki

ng w

ith th

e ho

mel

ess,

etc.

•

Com

pani

es w

ho

empl

oy u

nski

lled

wor

kers

•

Wor

k Ce

nter

s, e.

g.

Kans

as &

MO

job

cent

ers

•Af

ter S

choo

l Pr

ogra

ms

•Sh

are

with

bus

ines

s com

mun

ity so

th

ey ca

n di

sper

se in

form

atio

n •

Part

ner w

ith g

over

nmen

t ins

titut

ions

•

Corp

orat

ions

– to

pro

vide

jobs

to

thos

e ge

ttin

g tr

aine

d •

Shel

ters

•

Educ

atio

nal i

nstit

utio

ns –

seco

ndar

y an

d po

st

•M

illen

nial

Soc

ial G

roup

s – to

spre

ad

the

wor

d qu

ickly

•Ch

urch

es –

chur

ch

lead

ers

•Cu

ltura

l ins

titut

ions

–

liter

acy

isn’t

abou

t la

ngua

ge, m

any

times

th

ere

are

cultu

ral

barr

iers

•

Chur

ches

Spec

ific

Org

aniza

tions

/

Grou

ps

•Lit

erac

y KC

•Lib

rary

card

driv

e at

the

Full

Empl

oym

ent C

ounc

il

•

Equi

ty n

etw

orks

/ UM

KC

•M

ARC

•HU

D

•Go

od S

heph

erd’

s Ce

nter

•

50 F

orw

ard

Colle

ge a

t M

aple

Woo

ds

•Bo

y / G

irl S

cout

s

Jobs

/ R

oles

•

Fact

orie

s – Li

ne

Wor

kers

•

Farm

ers

•Hi

gh sc

hool

teac

hers

and

ad

min

istra

tors

(pro

fess

iona

l de

velo

pmen

t) •

Grad

uate

stud

ents

•

CEO

s and

em

ploy

ees o

f bus

ines

ses

•Ci

vic l

eade

rs

•Ed

ucat

ors

21

Q

uest

ion

To

pic

Cate

gory

Trai

ner’s

Too

lbox

Fr

ee D

igita

l Res

ourc

es fo

r Edu

catio

n,

etc.

Di

gita

l Lite

racy

Ho

w ca

n KC

Com

mun

ity S

cale

Th

is?

Clos

ing

the

Digi

tal

Divi

de O

ne A

pp a

t a

Tim

e

Nar

row

ing

the

Digi

tal

Divi

de o

f Sen

iors

Lo

w C

ost &

Affo

rdab

le

Broa

dban

d

•HR

peo

ple

at b

usin

esse

s •

Teac

hers

and

scho

ol a

dmin

istra

tors

•

Scho

ol co

unse

lors

•

Mar

ketin

g pr

ofes

siona

ls –

get t

he

wor

d ou

t •

High

scho

ol st

uden

ts a

nd te

ache

rs

•HR

and

bus

ines

ses

•St

ate

wor

kers

/ so

cial w

orke

rs

Si

tuat

ions

•

Pare

nt/T

each

er

mee

tings

•

Teac

her T

rain

ing

•Ge

t lib

rary

card

s for

all

busin

ess

empl

oyee

s at a

giv

en co

mpa

ny (M

CPL

does

this)

– C

an m

ake

card

s rig

ht a

t tr

aini

ng

•Bo

oth

at h

ealth

fair,

hom

e sh

ow, e

tc.

with

info

Ru

ral a

reas

OTH

ER

The

info

rmat

ion

prov

ided

by

Sam

Has

san

of C

omca

st:.

We

have

not

pro

duce

d a

scie

ntifi

c stu

dy o

n th

e im

pact

of

IE in

a co

mm

unity

. We

have

cond

ucte

d cu

stom

er

surv

eys a

nd th

is is

wha

t we

have

foun

d:

•97

% sa

id sc

hool

wor

k is

the

mos

t com

mon

act

ivity

AN

D of

thes

e, 9

4% fe

el

that

Inte

rnet

Ess

entia

ls ha

s had

a p

ositi

ve im

pact

on

thei

r chi

ld’s

grad

es

•91

% u

se it

for f

indi

ng

gene

ral i

nfor

mat

ion

•80

% u

se it

for e

mai

l •

71%

use

for s

ocia

l ne

twor

king

•

68%

use

it fo

r hea

lthca

re

and/

or g

over

nmen

t se

rvice

s •

62%

use

it fo

r pay

ing

bills

•

50%

of f

amili

es u

se it

for

job

hunt

ing,

and

of t

hose

, 64

% sa

y it

has h

elpe

d so

meo

ne in

thei

r fam

ily

find

a jo

b.

22

Q

uest

ion

To

pic

Cate

gory

Trai

ner’s

Too

lbox

Fr

ee D

igita

l Res

ourc

es fo

r Edu

catio

n,

etc.

Di

gita

l Lite

racy

Ho

w ca

n KC

Com

mun

ity S

cale

Th

is?

Clos

ing

the

Digi

tal

Divi

de O

ne A

pp a

t a

Tim

e

Nar

row

ing

the

Digi

tal

Divi

de o

f Sen

iors

Lo

w C

ost &

Affo

rdab

le

Broa

dban

d

Wha

t qu

estio

ns

rem

ain

unan

swer

ed

in th

is ar

ea?

Enga

gem

ent

•W

hat c

an I

pers

onal

ly d

o ab

out

this?

•

Is th

ere

a ne

twor

k of

DL

/DLS

pro

vide

rs?

A Sh

ared

sit

e/di

rect

ory

•M

ake

sure

that

we

can

sust

ain

this

effo

rt w

ith w

illin

g w

orke

rs a

nd

mot

ivat

ion.

•

How

can

we

conn

ect

with

/col

labo

rate

w

ith C

onne

ctin

g fo

r Go

od to

offe

r tr

aini

ng to

scho

ol

stud

ents

’ par

ents

?

•Ho

w d

o w

e en

gage

com

mun

ity

mem

bers

who

don

’t se

e th

e im

port

ance

in th

is?

•Ho

w d

o w

e le

arn

abou

t eac

h ot

her

and

conn

ect w

ith o

ther

s doi

ng th

e sa

me

thin

g?

•Do

libr

arie

s wor

k w

ith re

ntal

co

mm

uniti

es?

•

This

is st

ill a

n eq

uity

/ so

cial

just

ice is

sue.

Can

we

orga

nize

in co

ncer

t with

ot

her e

quity

org

aniza

tions

? Th

e id

ea o

f a cu

ltura

l /

socia

l shi

ft th

at is

requ

ired

to cl

ose

the

digi

tal d

ivid

e.

Seei

ng th

is –

digi

tal l

itera

cy

and

acce

ss –

as a

civi

l rig

ht.

Shar

ing

reso

urce

s to

find

a pa

id o

rgan

izer t

o sp

earh

ead

and

lead

this

effo

rt. H

arne

ssin

g th

e po

wer

s of o

ur e

xist

ing

netw

orks

to b

ette

r effe

ct.

•Ne

ed a

wor

k-ar

ound

fo

r the

pol

itica

l ba

rrie

rs to

the

dem

ocra

tizat

ion

of

digi

tal t

echn

olog

y •

Conc

erte

d ad

voca

cy

effo

rts

•Ho

w d

o yo

u ch

ange

th

e at

titud

es o

f se

nior

s tow

ard

tech

nolo

gy?

Awar

enes

s /

Out

reac

h •

211

listin

g th

roug

h Un

ited

Way

•W

hy d

on’t

we

disc

uss d

igita

l lite

racy

? •

Can

libra

ries i

dent

ify a

nd ta

rget

nich

e co

mm

uniti

es fo

r mar

ketin

g?

•Ca

n w

e pr

omot

e “o

pt in

s” fo

r use

rs

who

wou

ld o

ther

wise

not

get

info

du

e to

priv

acy?

•

Can

we

feat

ure

e-re

sour

ces o

n ou

r lib

rary

web

page

s / w

ebsit

es?

•Ha

ve w

e us

ed G

oogl

e’s f

ree

adve

rtisi

ng fo

r non

-pro

fits?

•Ho

w e

ffect

ivel

y co

mm

unica

te?

•Ho

w a

re p

eopl

e he

arin

g ab

out t

he

avai

labl

e to

ols a

nd

reso

urce

s?

Educ

atio

n /

Trai

ning

•

Whe

re ca

n pe

ople

go

to le

arn

how

to

refu

rbish

co

mpu

ters

? •

Do y

ou te

ach

peop

le

how

to p

rote

ct

them

selv

es w

hen

on

line?

•

How

do

we

help

pe

ople

who

hea

r ab

out h

acki

ng in

the

new

s?

•Do

you

teac

h ne

ighb

orho

od

initi

ativ

e?

•Is

anyo

ne in

KC

deve

lopi

ng b

est

prac

tices

for

eval

uatin

g di

gita

l lit

erac

y tr

aini

ng a

nd

•Ho

w d

o lib

raria

ns st

ay cu

rren

t?

•

Need

acc

ess t

o tr

aini

ng o

n de

vice

s

23

Q

uest

ion

To

pic

Cate

gory

Trai

ner’s

Too

lbox

Fr

ee D

igita

l Res

ourc

es fo

r Edu

catio

n,

etc.

Di

gita

l Lite

racy

Ho

w ca

n KC

Com

mun

ity S

cale

Th

is?

Clos

ing

the

Digi

tal

Divi

de O

ne A

pp a

t a

Tim

e

Nar

row

ing

the

Digi

tal

Divi

de o

f Sen

iors

Lo

w C

ost &

Affo

rdab

le

Broa

dban

d

its im

pact

on

qual

ity

of li

fe, j

ob

plac

emen

t, ad

vanc

emen

t and

re

tent

ion?

If so

, w

here

is it

bei

ng

publ

ished

, how

is it

be

ing

shar

ed?

St

rate

gy

•

How

do

we

decid

e w

hat t

o or

der w

ith

limite

d bu

dget

s?

•Ho

w to

mee

t the

ne

eds o

f the

po

pula

tion

with

the

reso

urce

s we

have

?

Ho

w ca

n lo

w o

r no

cost

pr

ogra

ms s

uch

as C

FG

beco

me

sust

aina

ble?

•

Need

to h

ave

mea

sure

s an

d re

gula

r pro

gres

s re

port

s. •

Need

pro

gram

s to

mea

sure

the

socia

l im

pact

an

d re

sults

to e

nsur

e co

ntin

ued

fund

ing.

•

GF h

as a

ssig

ned

a Go

ogle

Re

sear

cher

to a

ssist

the

Libra

ry w

ith it

s dig

ital

inclu

sion

effo

rts.

Thi

s typ

e of

role

coul

d be

use

d by

ot

her p

rogr

ams.

•Co

mca

st b

elie

ves I

nter

net

Esse

ntia

ls is

a su

cces

sful

an

d th

ere

are

no p

lans

to

chan

ge it

.

•As

Com

cast

has

the

mor

e ex

perie

nce

in b

oth

time

and

num

ber o

f use

rs, w

hat

has i

t see

n in

socia

l im

pact

s suc

h as

hig

her

grad

es, m

ore

empl

oym

ent,

etc.

?

Indi

vidu

als

•Ho

w d

o w

e in

crea

se

peop

le’s

conf

iden

ce?

Acce

ss

•Ho

w w

ill w

e ge

t tec

h to

all

fam

ilies

? •

Need

to p

ush

for

acce

ss –

shou

ld b

e a

stan

dard

svc f

or a

ll

Tech

nolo

gy

•W

hat o

ther

thin

gs

can

we

do w

ith

tabl

ets?

Are

app

s re

ally

thei

r lim

it?

Q

uest

ion

To

pic

Cate

gory

Trai

ner’s

Too

lbox

Fr

ee D

igita

l Res

ourc

es fo

r Edu

catio

n,

etc.

Di

gita

l Lite

racy

Ho

w ca

n KC

Com

mun

ity S

cale

Th

is?

Clos

ing

the

Digi

tal

Divi

de O

ne A

pp a

t a

Tim

e

Nar

row

ing

the

Digi

tal

Divi

de o

f Sen

iors

Lo

w C

ost &

Affo

rdab

le

Broa

dban

d

Fu

ndin

g •

Does

any

body

kno

w

how

to w

rite

a gr

ant?

24

Stra

tegy

and

Pol

icy

Trac

k –

All S

essio

ns

Q

uest

ion

Topi

c Ca

tego

ry

Yout

h an

d th

e Co

mpu

ting

Divi

de

Digi

tal I

nclu

sion

for U

nder

serv

ed

Com

mun

ities

Di

gita

l Inc

lusio

n an

d W

orkf

orce

De

velo

pmen

t Ac

cess

ibili

ty T

echn

olog

y an

d St

rate

gies

fo

r Disa

bled

Di

gita

l Div

ide

in th

e Sc

hool

Dist

ricts

Wha

t de

finite

ly h

as

to h

appe

n to

ac

hiev

e gr

eate

r su

cces

s with

th

ese

type

s of

effo

rts i

n clo

sing

the

Digi

tal

Divi

de?

Acce

ss

(Var

ious

Fo

rms)

•Tr

ansp

orta

tion

for y

outh

•Af

ford

abili

ty

•M

ore

spac

e •

Com

pute

rs a

nd co

nnec

tions

•

Corp

orat

ions

and

ISPs

such

as

Goog

le, e

tc. e

xpan

ding

opt

ions

to

need

act

ual n

eed

/ exp

erie

nce

•Fu

ndin

g •

Offe

ring

free

acce

ss to

com

pute

rs /

Inte

rnet

•

Do n

ot ju

st g

ive

thin

gs a

way

– m

ake

peop

le p

rove

it

•Br

idge

smar

t pho

nes a

nd o

ther

dig

ital

liter

acy

•Ha

ving

com

pute

r and

tech

nolo

gy

devi

ces f

or e

very

one

even

peo

ple

with

di

sabi

litie

s.

•Ac

cess

to te

chno

logy

for y

outh

(with

di

sabi

litie

s) in

scho

ol/ a

nd a

t hom

e.

•Ho

w ca

n w

e ch

ange

our

phy

sical

and

in

form

atio

n sp

aces

to a

ccom

mod

ate

a m

ore

inclu

sive

cons

umer

mar

ket?

(i.e

. Ce

nter

s of A

cces

s to

Com

pute

rs, l

ike

the

Libra

ry, a

ccom

mod

ate

thos

e w

ith

phys

ical l

imita

tions

).

Enga

gem

ent

•Ig

nitin

g pa

ssio

n in

our

you

th,

prov

idin

g op

port

uniti

es to

see

impo

rtan

ce o

f grit

, tra

nspo

rtat

ion

to

sites

.

•*W

e do

n’t n

eed

anot

her o

rgan

izatio

n or

pro

ject

to w

ork

on, b

ut n

eed

a m

ovem

ent

•M

ore

volu

ntee

rs (s

taff,

supe

rvisi

ng)

•Go

vern

men

t rec

ogni

zing

how

peo

ple

conn

ect

On

an in

divi

dual

leve

l in

my

com

mun

ity (M

idto

wn

KCM

O, Z

ip

6411

1) I

wan

t to

be a

ble

to

enco

urag

e th

ose

who

are

di

scou

rage

d in

thei

r job

goa

ls /

sear

ches

. Thi

s mod

ule

was

ext

rem

ely

info

rmat

ive

and

educ

atio

nal

rega

rdin

g co

mm

unity

reso

urce

s tha

t ar

e av

aila

ble,

par

ticul

arly

the

scop

e of

the

Full

Empl

oym

ent C

ounc

il (F

EC)

offe

rings

and

Urb

an T

ech.

I ca

n pr

ovid

e su

gges

tions

to n

eigh

bors

to

seek

out

thes

e re

sour

ces.

Than

k yo

u fo

r a v

ery

info

rmat

ive

sess

ion.

•In

volv

emen

t of e

very

one

such

as

seni

ors a

nd ch

ildre

n, o

f var

ious

(b

ackg

roun

ds) a

nd d

iver

sity.

•W

e ne

ed to

com

mun

icate

with

pr

oper

ty o

wne

rs to

get

them

to re

alize

th

e be

nefit

s of i

nclu

ding

/pro

vidi

ng

inte

rnet

acc

ess m

uch

like

a ut

ility

. •

Exam

ple

from

Juni

per G

arde

ns o

f ab

ove

poin

t: In

tern

et a

cces

s inc

lude

d in

rent

of e

ach

apar

tmen

t; fo

llow

ing

inst

alla

tion

resid

ent r

eten

tion

grew

sig

nific

antly

whi

ch m

eans

mor

e st

abili

ty in

rent

ers f

or p

rope

rty

owne

rs

and

mor

e co

nsist

ent h

ome

for

stud

ents

.

Awar

enes

s /

Out

reac

h

•M

edia

blit

z and

adv

ertis

ing

to g

et

info

to th

e rig

ht a

udie

nces

•

Reac

hing

out

to p

eopl

e on

tech

they

al

read

y ha

ve

•Br

oade

r und

erst

andi

ng o

f the

issu

es

•

Brea

k do

wn

barr

iers

of d

iscom

fort

w

ith d

isabi

lity

enco

urag

e EV

ERYO

NE

to th

ink

with

uni

vers

al a

cces

sibili

ty in

m

ind

whe

reve

r you

go,

feel

mor

e co

mfo

rtab

le b

ringi

ng u

p th

e vo

ids i

n ac

cess

ibili

ty.

•W

e ne

ed to

com

mun

icate

that

the

resa

le v

alue

of a

com

pute

r is n

ot

amaz

ing

and

that

com

pute

rs h

ave

trac

king

dev

ices.

This

coul

d re

sult

in

few

er st

olen

com

pute

rs a

nd le

ss

pers

onal

risk

for s

tude

nts t

rans

port

ing

com

pute

rs to

and

from

scho

ol.

Educ

atio

n /

Trai

ning

•Pr

ovid

e m

ore

free,

smal

l cla

sses

•

Trai

ning

with

oth

ers h

avin

g re

sour

ces

•Ba

sic sk

ills t

augh

t at a

n ea

rly le

vel i

n sc

hool

s •

Mor

e ba

sic, c

ore

leve

l com

pute

r ski

lls

taug

ht in

scho

ols a

t an

early

age

. •

Mor

e fo

cus o

n hi

gh le

vel I

T jo

bs a

nd

prep

arin

g yo

uth

for t

hose

jobs

•

Mus

t pas

s bas

ic sk

ills t

est

•Tr

ain

and

educ

ate

ever

yone

in e

ach

stat

e.

•Ha

ving

team

s of p

eopl

e w

ith

disa

bilit

ies w

ho li

ve su

cces

sful

ly (w

ith

tech

nolo

gy) s

how

peo

ple

(bot

h th

ose

with

lim

itatio

ns, a

nd th

ose

with

out)

how

it w

orks

, mak

e ot

hers

mor

e co

mfo

rtab

le.

Colla

bora

tion

Co

mm

unity

-bas

ed so

lutio

ns /

effo

rts /

ne

twor

ks /

coal

ition

s •

Brin

g de

part

men

t for

Chi

ldre

n an

d Fa

mili

es in

to th

is co

nver

satio

n •

An id

ea I

hear

d fro

m R

hode

Isla

nd

was

the

adop

tion

of a

stat

ewid

e cu

rricu

lum

and

ass

essm

ent t

ool f

or

digi

tal l

itera

cy sk

ills t

rain

ing.

Ad

optin

g a

stan

ce a

t the

stat

e le

vel

with

buy

-in fr

om ru

ral a

nd u

rban

STRA

TEGY

AND

POL

ICY

TRAC

K –

ALL

SESS

IONS

25

Q

uest

ion

Topi

c Ca

tego

ry

Yout

h an

d th

e Co

mpu

ting

Divi

de

Digi

tal I

nclu

sion

for U

nder

serv

ed

Com

mun

ities

Di

gita

l Inc

lusio

n an

d W

orkf

orce

De

velo

pmen

t Ac

cess

ibili

ty T

echn

olog

y an

d St

rate

gies

fo

r Disa

bled

Di

gita

l Div

ide

in th

e Sc

hool

Dist

ricts

com

mun

ities

, wou

ld h

elp

us to

scal

e ef

fort

s, as

wel

l as l

ever

age

reso

urce

s. •

Colla

bora

tion

betw

een

each

or

gani

zatio

n al

read

y w

orki

ng to

clos

e th

e di

gita

l div

ide.

•

Deve

lopm

ent l

eade

rshi

p at

the

city,

st

ate,

and

fede

ral l

evel

s •

Colle

ctiv

e ef

fort

, i.e

., m

any,

man

y gr

oups

wor

king

on

the

goal

and

w

orki

ng to

geth

er

Ap

plic

atio

ns

•

Virt

ual m

onito

ring

with

peo

ple

with

di

sord

ers t

o sa

ve o

n em

erge

ncie

s

Stra

tegy

•Su

cces

s met

rics m

ust b

e co

llect

ed,

dem

onst

rate

d, a

nd ce

lebr

ated

to

tie in

crea

ses i

n di

gita

l inc

lusio

n to

in

crea

ses t

o th

ings

that

mat

ter t

o ec

onom

ic de

velo

pmen

t and

w

orkf

orce

dev

elop

men

t. Fo

r ex

ampl

e, h

ow d

oes g

ettin

g X

num

ber o

f fam

ilies

to p

ay fo

r Go

ogle

Fib

er /

TWS

/ Com

cast

’s lo

w in

com

e pa

ckag

es in

crea

se jo

bs,

grad

es in

scho

ol, g

radu

atio

n ra

tes,

etc.

In o

ther

wor

ds, w

e’ve

got

to ta

lk

in n

umbe

rs.

•Pe

ople

hav

e to

go

into

eve

ryth

ing

with

ey

es o

pen

to th

e ne

eds o

f all

popu

latio

ns.

Reso

urce

s

•Ha

ve fu

ndin

g av

aila

ble

to p

rovi

de

acce

ss in

the

hom

e an

d ou

tsid

e th

e ho

me.

Wha

t oth

er

indi

vidu

als o

f gr

oups

coul

d or

shou

ld

beco

me

activ

e in

th

ese

effo

rts

to h

elp

close

th

e Di

gita

l Di

vide

?

Indi

vidu

als

with

Nee

ds

•Pa

rent

s – te

achi

ng th

em h

ow to

use

te

ch a

nd th

at it

isn’

t jus

t fun

and

ga

mes

. •

Mor

e yo

ung

stud

ent i

nter

nshi

ps w

ith

tech

org

aniza

tions

.

Spec

ific

Org

aniza

tions

/

Grou

ps

•KC

Civ

ic Co

uncil

•

Area

Cha

mbe

rs o

f Com

mer

ce a

nd

othe

r est

ablis

hed

busin

ess l

eade

r en

titie

s tha

t inf

luen

ce le

gisla

tors

and

th

ose

with

pow

er. W

e ne

ed th

eir

supp

ort t

o m

ake

digi

tal i

nclu

sion

a civ

ic pr

iorit

y, li

ke, y

ou k

now

, the

st

reet

car.

•De

part

men

t for

Chi

ldre

n an

d Fa

mili

es

•

City

of K

C •

KC P

ublic

Sch

ools

•KC

Hou

sing

Auth

ority

•

KC P

ublic

Libr

ary

•KC

Pol

ice D

epar

tmen

t •

MAR

C

Type

s of

Org

aniza

tions

/

Grou

ps

•Ge

t mor

e te

ch in

chur

ches

for y

ear-

roun

d us

e w

ith h

ot sp

ots.

•Ge

t par

tner

s tog

ethe

r to

have

one

big

vo

ice

•

Scho

ols a

t all

leve

ls, u

nive

rsiti

es,

libra

ries,

corp

orat

ion

– ne

ver s

top

educ

atin

g •

Job

cent

ers

•Ch

urch

es a

nd n

eigh

borh

ood

asso

ciatio

ns (I

vanh

oe, W

ashi

ngto

n-W

heat

ley,

Key

Coa

litio

n, e

tc.)

•

Faith

Bas

ed C

omm

unity

•

Min

ority

Bas

ed C

omm

unity

Cen

ters

26

Q

uest

ion

Topi

c Ca

tego

ry

Yout

h an

d th

e Co

mpu

ting

Divi

de

Digi

tal I

nclu

sion

for U

nder

serv

ed

Com

mun

ities

Di

gita

l Inc

lusio

n an

d W

orkf

orce

De

velo

pmen

t Ac

cess

ibili

ty T

echn

olog

y an

d St

rate

gies

fo

r Disa

bled

Di

gita

l Div

ide

in th

e Sc

hool

Dist

ricts

[Inst

ead

of a

ll th

e pr

each

ing

and

choi

r sin

ging

, chu

rche

s cou

ld u

se

may

be e

very

5th

Sun

day

(qua

rter

ly) t

o do

dig

ital l

itera

cy p

rogr

ams o

r hav

e an

abb

revi

ated

serv

ices a

nd sa

ve

time

for d

igita

l les

sons

.) •

Libra

ries

•Ch

urch

es

•W

orkf

orce

Cen

ters

Jo

bs /

Rol

es

•Ed

ucat

ors a

nd p

rofe

ssio

nal

deve

lopm

ent

•IT

Sup

port

/ Tr

oubl

esho

otin

g –

whe

n pe

ople

get

acc

ess a

nd le

arn

to u

se

tech

, wha

t hap

pens

whe

n th

ey h

ave

issue

s, qu

estio

ns, n

eed

help

? Su

ppor

t ca

n be

ver

y ex

pens

ive

so a

s we

plan

fo

r acc

ess a

nd e

duca

tion,

we

also

ne

ed to

pla

n fo

r pro

vidi

ng su

ppor

t th

at’s

acce

ssib

le a

nd a

fford

able

. •

Mar

ketin

g / A

dver

tisin

g –

How

will

we

ensu

re th

at u

nder

serv

ed K

NOW

wha

t re

sour

ces a

re a

vaila

ble

to th

em?

Need

st

rate

gies

to d

issem

inat

e in

form

atio

n in

effe

ctiv

e w

ays s

o no

one

is

over

look

ed.

•In

dust

ry le

ader

s •

City

Com

mun

ity D

irect

ors –

Gre

gg-

Klice

, Sou

thea

st, M

arlb

orou

gh, e

tc.

How

mig

ht

you

shap

e or

re

fine

the

issue

to m

ake

mor

e ra

pid

prog

ress

on

closin

g th

e Di

gita

l Di

vide

?

Colla

bora

tion

•

Part

ners

hip

– ar

e th

e ch

urch

es

conn

ecte

d to

scho

ols /

com

mun

ity

agen

cies?

•

Are

thes

e ch

urch

es e

duca

ted

/ in

form

ed o

n th

e on

goin

g ne

ed to

br

idge

the

digi

tal d

ivid

e?

•M

ore

conf

eren

ces a

nd su

mm

its (s

uch

as th

is on

e).

•Co

nnec

t – d

ivid

e an

d co

nque

r with

a

com

mon

goa

l. •

Educ

ate

agen

cies o

n fu

ndin

g in

a w

ay

that

elim

inat

es th

e fe

elin

gs o

f co

mpe

titio

n an

d in

crea

se

colla

bora

tion

with

less

fear

. •

Help

eac

h ag

ency

see

the

piec

e of

the

puzz

le th

at th

ey re

pres

ent.

•Di

scus

s / e

xpre

ss h

ow w

e in

divi

dual

ly

bene

fit fr

om th

e gr

oups

ben

efitt

ing.

•

Gath

erin

gs fo

r fun

ding

com

mun

ities

(K

auffm

an, e

tc.)

•Co

mpr

ehen

sive

plan

and

link

ing

up

part

ners

•

Qui

ck in

fo m

eetin

gs a

t eac

h ag

ency

to

info

rm a

udie

nce

of o

ther

age

ncie

s.

•St

uden

ts a

nd e

mpl

oyee

s lac

k ba

sic

com

pute

r, tim

e m

anag

emen

t, an

d pe

ople

skill

s. Al

l wor

k to

geth

er to

cr

eate

a st

rong

wor

kfor

ce

27

Q

uest

ion

Topi

c Ca

tego

ry

Yout

h an

d th

e Co

mpu

ting

Divi

de

Digi

tal I

nclu

sion

for U

nder

serv

ed

Com

mun

ities

Di

gita

l Inc

lusio

n an

d W

orkf

orce

De

velo

pmen

t Ac

cess

ibili

ty T

echn

olog

y an

d St

rate

gies

fo

r Disa

bled

Di

gita

l Div

ide

in th

e Sc

hool

Dist

ricts

•Ea

ch p

artn

er m

ust u

nder

stan

d th

eir

dist

inct

role

in th

e pa

rtne

rshi

p an

d re

alize

thei

r ext

ende

d ne

twor

ks

beca

use

of th

e pa

rtne

rshi

p •

Each

age

ncy

mus

t rea

lize

thei

r st

reng

ths a

nd w

eakn

esse

s and

thos

e of

oth

er a

genc

ies s

o th

ey ca

n pa

rtne

r an

d do

mor

e w

ith e

xistin

g re

sour

ces,

befo

re w

e ad

d m

ore

to a

n in

divi

dual

ag

ency

En

gage

men

t

•En

gage

com

mun

ities

•En

gage

par

ents

prio

r to

elem

enta

ry

enro

llmen

t whe

n th

ey a

re in

Hea

d St

art.

Awar

enes

s /

Out

reac

h

•Ad

apt t

he la

ngua

ge to

com

e do

wn

to

the

com

mun

ity

•Ad

apt t

he m

arke

ting

•Ad

vert

isem

ents

– b

illbo

ards

, bus

es,

etc.

•

Keep

it si

mpl

e •

Radi

o in

MAX

term

inal

s to

broa

dcas

t in

form

atio

n

•Sp

read

ing

the

wor

d –

star

t a LO

UDER

di

scus

sion

in K

C. E

very

one

shou

ld b

e ca

ring.

Sch

ools

are

not t

each

ing

thes

e sk

ills.

Why

? Le

t tax

pay

ers k

now

•Ed

ucat

ing

fam

ilies

abo

ut e

xtra

tool

s to

help

the

spec

ial n

eeds

stud

ents

. •

Educ

ate

Gran

dpar

ents

abo

ut

tech

nolo

gy to

ols t

o he

lp th

eir

stud

ents

. (ex

plan

atio

n: M

any

child

ren

with

disa

bilit

ies a

re b

eing

raise

d by

Gr

andp

aren

ts w

ho h

ave

even

less

kn

owle

dge/

expe

rienc

e w

ith

tech

nolo

gy)

•M

eetin

g w

ith p

aren

ts w

here

they

are

at

hea

lth cl

inics

, bus

stop

s, co

mm

unity

gr

ass r

oots

kno

wle

dge

to in

crea

se

awar

enes

s & p

aren

tal b

uy-in

.

Acce

ss

(Var

ious

Fo

rms)

•

Crea

ting

vario

us w

ays t

o af

ford

acc

ess

•Ac

cess

mob

ility

•

Find

a w

ay to

conn

ect r

esou

rces

th

roug

hout

the

com

mun

ity

•M

obile

WiF

i •

Crow

dfun

ding

cam

paig

ns fo

r util

ity

purc

hase

s •

Net n

eutr

ality

(Offi

ce o

f Civ

il Ri

ghts

) •

Publ

ic co

mpu

ting

cent

ers f

orm

a

data

base

of m

anag

ers t

o de

velo

p a

com

preh

ensiv

e pi

ctur

e of

wha

t KC

has

•M

ap o

f com

mun

ity h

otsp

ots a

nd o

ther

re

sour

ces p

oste

d pu

blicl

y •

Post

ing

info

/ ha

ving

hot

spot

s on

the

bus s

tops

(Wi-F

i on

som

e M

AX b

uses

)

•W

e m

ight

use

scho

ol in

frast

ruct

ure

to

prov

ide

wire

less

acc

ess t

o a

com

mun

ity a

roun

d th

e sc

hool

. Ba

ndw

idth

use

dro

ps d

urin

g ev

enin

g at

scho

ols b

ut in

crea

ses i

n th

e ho

mes

. Co

uld

hom

es a

cces

s the

scho

ol

band

wid

th in

the

even

ings

and

w

eeke

nds?

Appl

icat

ions

•Cr

eatin

g an

app

that

is m

obile

pho

ne

frien

dly

•M

obile

app

s tha

t con

nect

peo

ple

to

gove

rnm

ent o

ffice

s, ut

ilitie

s, ot

her

com

mun

ity a

genc

ies,

heal

th ca

re

form

s

Educ

atio

n /

Trai

ning

•

Offe

r mor

e pr

ogra

mm

ing

in w

orkf

orce

ce

nter

s on

basic

com

pute

r ski

lls. M

ake

prog

ram

min

g av

aila

ble

are

mor

e lo

catio

ns.

•

Crea

ting

a st

uden

t hel

p de

sk fo

r pa

rent

edu

catio

n an

d to

ass

ist fe

llow

st

uden

ts.

28

Q

uest

ion

Topi

c Ca

tego

ry

Yout

h an

d th

e Co

mpu

ting

Divi

de

Digi

tal I

nclu

sion

for U

nder

serv

ed

Com

mun

ities

Di

gita

l Inc

lusio

n an

d W

orkf

orce

De

velo

pmen

t Ac

cess

ibili

ty T

echn

olog

y an

d St

rate

gies

fo

r Disa

bled

Di

gita

l Div

ide

in th

e Sc

hool

Dist

ricts

St

rate

gy

•3

Buck

ets –

1) A

cces

s, 2)

Dev

ice, 3

) Kn

owle

dge

. . .

. Whe

re d

oes y

ou, y

our

serv

ice, e

xper

tise,

or l

ack

exist

? “H

ave

and

have

not

s” --

> Cr

eate

repo

sitor

y

Con

nect

peo

ple

and

reso

urce

s •

Defin

e th

e st

eps a

nd p

riorit

ize th

em:

1) C

onne

ctio

n is

a ne

ed, 2

) Bas

ic ho

w

to u

se, 3

) The

n br

anch

out

to m

any

user

s

Wha

t ad

ditio

nal

idea

s do

you

have

for h

ow

stra

tegi

es

and

polic

ies

in th

is ar

ea

can

bett

er

addr

ess t

he

Digi

tal

Divi

de?

Awar

enes

s /

Out

reac

h •

Ong

oing

com

mun

icatio

n to

st

uden

ts/c

lient

s via

pho

ne, e

mai

l, ph

one

tree

, fre

e co

nfer

ence

call

•Ke

ep It

Sim

ple

•Fr

ee W

iFi C

hart

s and

adv

ertis

emen

ts

Educ

atin

g pr

ivile

ged

publ

ic on

the

issue

of

bro

adba

nd a

s a re

quire

men

t, no

t an

elec

tive

•Ne

wsp

aper

s, TV

, Doc

umen

tarie

s, ed

ucat

e ge

nera

l pop

ulat

ion

of th

e ne

ed –

mor

e aw

aren

ess –

a

com

mon

topi

c.

•

Educ

atio

n /

Trai

ning

•

•F.

E.C.

talk

ing

abou

t tra

inin

g yo

ung

peop

le th

e dr

op-o

ut o

f sch

ool a

nd

unem

ploy

ed p

eopl

e ge

ttin

g ba

sic

com

pute

r tra

inin

g w

hile

rece

ivin

g un

empl

oym

ent c

heck

s •

Depa

rtm

ent f

or C

hild

ren

and

Fam

ilies

ne

eds t

o of

fer p

rogr

ams a

nd se

rvice

s in

this

area

. •

I’m n

ot fa

mili

ar w

ith cu

rren

t pol

icies

, so

incr

easin

g m

y aw

aren

ess a

nd

unde

rsta

ndin

g is

a st

art.

•

Incr

ease

d ef

fort

s to

educ

ate

pare

nts

abou

t com

pute

rs &

thei

r use

(d

iffer

ent l

angu

ages

).

Stra

tegy

•BT

W, I

hav

e gr

eat r

espe

ct fo

r all

thos

e w

orki

ng o

n th

ese

prob

lem

s. Bu

t I

belie

ve th

ey a

re a

ll se

tup

to fa

il…ju

st

like

our p

ublic

scho

ol sy

stem

s.”

Plea

se re

ad E

vgen

y M

oroz

ou

•

Enga

gem

ent

•

•

How

to g

et y

oung

peo

ple

inte

rest

ed in

ow

ning

thei

r ow

n bu

sines

s?

•Ho

w to

get

kid

s and

you

ng p

eopl

e to

ge

t inv

olve

d an

d le

arn

Java

, SQ

L,

Micr

osof

t Acc

ess,

etc.

inst

ead

of so

cial

med

ia o

r com

pute

r gam

es?

[Mica

h,

Sand

y, Ju

lia, S

ara…

Ina

was

ove

r the

se

ssio

n]

•

Crea

te m

etho

ds fo

r stu

dent

s sh

owca

sing

com

pute

r wor

k to

par

ents

to

rein

forc

e vi

tal n

atur

e of

com

pute

r us

e fo

r edu

catio

n.

Acce

ss

(Var

ious

Fo

rms)

•

Net n

eutr

ality

(the

righ

t to

the

Inte

rnet

) •

Offi

ce o

f Civ

il Ri

ghts

•

Acce

ss a

t bus

and

bus

stop

s, sc

hool

an

d m

etro

•

Can

loca

l mun

icipa

litie

s man

date

that

br

oadb

and

be co

nsid

ered

a p

ublic

se

rvice

(lik

e w

ater

, pho

ne)?

•

Pay

as y

ou g

o pl

an fo

r Int

erne

t acc

ess

•Po

litica

l act

ion

to d

ecla

re d

igita

l ac

cess

a ri

ght

•Di

gita

l mov

emen

t rig

ht (l

egal

issu

es)

•M

ust p

ass t

ests

bef

ore

rece

ivin

g se

rvice

s – in

stru

ctio

nal /

trai

ning

op

port

uniti

es

Conn

ect f

or G

ood

is an

org

aniza

tion

to

help

low

-inco

me

peop

le

•

Mes

h ne

twor

ks to

geth

er d

urin

g of

f pe

ak ti

mes

to o

ffer a

dditi

onal

ca

pacit

y.

•M

akin

g di

gita

l acc

ess t

o be

as c

omm

on

as a

util

ity re

sour

ce a

cces

sible

to a

ll re

siden

cies.

Keep

resid

ents

mor

e st

able

in th

eir h

ousin

g.

•Ka

nsas

City

Pub

lic S

choo

ls lik

e m

any

scho

ols a

re im

plem

entin

g a

1:1

initi

ativ

e w

ith e

ach

stud

ent r

ecei

ving

a

29

Q

uest

ion

Topi

c Ca

tego

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Part

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reeP

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