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KIDZ 2 TEACH

Versione stampabileInvia a un amico

KIDZ 2 TEACH (OutReach or Peer Tutoring as our local youth calls it.) is another initiative formulated by HotCity Wireless, harnessing the volunteer work of dedicated tech savvy youth as a low-cost means of 'outsourcing' the need to provide free peer tutoring of basic I.C.T. education to: a) Non-technologically inclined youth and teachers in their own school and community and b) Out-of-school and the unsighted (blind) youth. These young I.C.T. Educators, engages in a 1:1 basic I.C.T. literacy tutoring which they call themselves: The Power Users of I.C.T.  

This I.C.T. Service-Learning or Community Peer Education leans towards in energizing its own youth through a class related community project. It is sustained by selected students from Marcial O. Ranola Memorial School (M.O.R.M.S.) which they voluntarily devote their weekend providing I.C.T. education to non-technologically inclined youth and teachers.

KIDZ 2 TEACH has reached other meaningful goals. Using low-cost wireless technology and combination of harnessing youth volunteerism, it creating a social and innovative way of:  a) Channeling a direct and viable approach in reaching out directly towards their own marginalized and handicapped citizens; b) Tutors and tutees created reflective ways on pressing issues that matters and meaningful to them; c) With access to information, the tutor and tutee created a learning and collaborative partnership among themselves; d) Pursued an in-depth horizon and understanding about their own environment; e) Designed working prototypes for greener solutions; f) Participated and collaborated on-line global youth related activities; g) Received recognition out from their local and global participations and h) Connected themselves to other global learners using our own synchronous web conferencing platform

 

 

 

1. Sommario progetto
Sommario: 

The absence of I.C.T. educators and hard to come by financial resources were pressing issues for the school to pursue/sustain its I.C.T. literacy program. The idea was conceived utilizing a small group of tech savvy youth which they started 1:1 I.C.T. education/training to non-technologically inclined younger students. Starting off in an informal setting, KIDZ 2 TEACH speared headed as a regular weekend volunteer activity providing basic I.C.T. education to younger students of their own school. As its popularity grows, KIDZ 2 TEACH opened its doors in servicing other marginalized youth coming from 4 nearby public schools; the inclusion of out-of-school youth, the visually impaired and their own Science/Math/Economics/Social Studies teachers and other teachers from other public schools were showing up on weekends as their regular weekend 'students'. Using instructional and telecommunications technologies and peer-to-peer mode of teaching, it is now looked upon by the regional office of the Department of Education as a positive model towards low cost I.C.T. training/education (or no cost) on the school's financial budget. It resulted in dissolving pressing issues on the desire of the school to pursue basic I.C.T. education/training to ALL of their students and teachers. The initiative caught combustible level of interest and attention from school regional district heads; it triggered initial recommendation addressing educational reforms to rural and regional education system; it rejuvenated the school's 'aging' curriculum and resulted in the inclusion of basic I.C.T. education on ALL grade level based on the result: a) Peer-to-Peer I.C.T. training is a cost-efficient means in sustaining I.C.T. education and training to over populated and financially challenged schools. HotCity Wireless has found an "open source" and yet effective ICT young educators within M.O.R.M.S. thus developed the blue print of the KIDZ 2 TEACH as an economically effective way of outsourcing basic I.C.T. education directly on the hands of the youth. Up to this date, the tutors of KIDZ 2 TEACH continue to provide individual I.C.T. support/training and the number of learners continues to dramatically grow.

2. Paese (Città / Regione)
Stato: 
Philippines
Città: 
Laguna
3. Nome dell'organizzazione che presenta il progetto
Organizzazione: 
HotCity Wireless
4. Tipo di organizzazione
Scegli tipo: 
Altro
Altro: 
NGO
5. Coordinatore del progetto
Nome e Cognome: 
Jay Vincent Plaza
E-Mail: 
hotcitywireless@gmail.com
6. Website
Il sito web del progetto: 
www.morms.net
7. Selezionate la categoria di appartenenza del vostro progetto
Youth Education Project. Select Project Users by age: 
Fino a 18 anni
Inserimento dei giovani nel mondo del lavoro: 
Inserimento dei giovani nel mondo del lavoro
Creatività e Innovazione sociale: 
Creatività e Innovazione sociale
8. Da quando è funzionante il vostro progetto?
Da: 
31/12/2008
9. Obiettivi ed elementi di innovazione
Please explain the targets and the background of your project: 

The initiative's background is to unleash the potential of the youth through volunteer engagement and accelerate the need to provide basic I.C.T. training/learning to youth who are non-technologically literate. Fostering 1:1 I.C.T. tutoring (one tutor per tutee), it allowed a deeper coordinated learning experience targeting the visually impaired, the underprivileged youth and the non technologically inclined teachers to come 'closer' to technology.

It also stimulated our youth to be ADOPTERS and ADAPTERS of free/open source applications and out from this, it provided ways for them to voice positive opinions and present solutions on a global platform. With pressing issues on the school's over populated classrooms, the inability of the school in meeting financial challenges in hiring full time I.C.T. instructors to teach basic computer education and the absence of affordable access to information, tapping the school's 'Digital Native' as providers of I.C.T. education not just resulted in meeting solutions towards the high cost of sustaining I.C.T. education but accelerated in targeting the marginalized with less.

From introducing low-cost wireless technology and directly 'outsourcing' literacy education into the hands of the youth, it enabled a big element towards the integration of the visually impaired to a regular school system, continued education for the out-of-school youth and the non-technologically inclined teachers in other public schools. With opportunities that are hard to come by and prejudice mentality due to their existing disability and economic status in society, the initiative provided innovative ways in: a) Dissolving prejudice towards the handicapped and b) Opened enormous window of opportunities which promoted on-line collaboration and knowledge sharing.  

 

Come, e con quali mezzi cerca di raggiungere gli obiettivi prefissati: 

1.> Accessibility and Affordability to information for the school - The deployment of low-cost WiFi infrastructure for M.O.R.M.S. resulted availability, mobility, reliability to information and opened opportunities for the school to access repository of on-line learning resources. 

2.> Aside from accessibility to information, we wanted to effectively jump start learning opportunities and ensure I.C.T. education, youth centered community involvement and relevance in a locally form that will reduce digital divide among themselves, the handicapped and underprivileged - Through the volunteer work of selected technologically inclined youth, it resulted in 'outsourcing' its basic I.C.T. education right into the hands of the youth. It played a vital role in sustaining a constant pace of continuing the school's need in addressing equal opportunity to learn basic I.C.T. education on ALL levels. 

3.> In spite of the school's financial challenges, it remains to encouraged a collaborative, learning/sharing and information dissemination among themselves - New learners in the program did not just received free basic I.C.T. training and education but its volunteers also benefited in sharpening their I.C.T. skills without requiring hard to come-by financial investment from the national education level. 

4.> The initiative achieved a self-learned learning partnership; stimulated youth owned achievements and socially gained through volunteerism and has become direct contributors in addressing solutions towards high cost and scarce I.T. skilled educators in their own school/region - It jump started basic I.C.T. education issues by passing along the technological skills to the less fortunate by allowing them to work on their own time, pace and space. 

5.> We wanted to "desensitized" sighted youth (and set as an example to all schools in the region) towards any prejudice and discrimination towards the visually impaired, the less fortunate and the underachievers - Through peer-to-peer tutoring approach, it allowed to combine handicapped learners and non-handicapped to interact effectively in a way that decreases prejudice and discouraged discrimination toward any disability, the less fortunate and the underachievers.

6.> We achieved a 'solid ground' that allowed disabled youth to participate on an equal level with non-disabled youth and integrate them to be part of a regular learning classroom/institution and society - With opportunities that are hard to come by, long standing prejudice mentality towards their existing disability, the use of open source assistive technology has provided our visually impaired learners innovative way of enormous window of opportunities to: a) Cope with their disability; b) Voicing their opinion and raised the awareness of social services that are available for them; c) Educating and reminding them the importance to excercise their right to vote, to participate and exercise such right as a positive way to change good government; and hopefully transform them to be d) Future tutors/educators servicing their own.   

7.> Aside from developing their I.C.T. skills, we wanted to enhance their social and listening skills and be more open minded and be accepting of difference towards other culture, race and religion. - Our discussion threads posted in our virtual classroom allowed for them to voice sensitive issues and raised deep questioning that relates to: Promoting a Global Culture of Peace, risky male/female youth behaviors, violence against women and children etc. Exchanging of digital files, collaborative on-line involvement, access to digital on-line newspapers, sharing of digital photos, listening to podcast and videocast that will enable and enhances their capacity to be "agents of change" that can in turn sustain lasting positive behavior.  

Quali opportunità/problemi affronta: 

The following are some of the major problems the initiative has addressed. As follows:

1> The absence of I.C.T. skills and lack of access as a recurring problem in the region and the inability of cash strapped schools/communities (in this case: M.O.R.M.S) to formulate low-cost solutions for their own which they are becoming too overly dependent towards funding "promises" made by local/national government institutions.
 
2> The absence of new and affordable 'educational products' and services, problems related to teacher shortages, over populated classrooms, absence of educational opportunities to the visually impaired, low achievers, high drop-out rates and lack of opportunities to youth and families who are financially struggling.
 
3> The absence of youth engagement in the region, negative insight of the community towards volunteerism, hard to come by funding to sustain M.O.R.M.S. I.C.T. educators and prejudice mentality towards the handicapped.
 
The following OPPORTUNITIES we see, used and addressed:
 
1> Tapping tech savvy youth as the school's own I.C.T. educators - These youth were considered Invaluable resources not until they were given the opportunity to be part of the solution.
 
2> Strong desire on the youth to participate - This allowed the spirit of volunteerism to germinate within the school and be an example to the rest of nearby public schools, the region and whole country in general.
 
3> Stronghold support from school administrators, principal and teachers - The overwhelming support from the school's leadership and its teachers were one of the big factors that allowed the initiative to be successful. The initiative greatly capitalized on this window of opportunity.
 
4> Allowed participation of international volunteer organization - The volunteer spirit of the youth gave interest and opportunities for U.S. Peace Corp volunteers to contribute its services for the school.         
Please explain what is unique or special in your project: 

a> Unique in its overall approach - It is a grassroot's ICT teaching initiative. Its own youth are directly engaged in bringing benefits of I.C.T. to its own marginalized citizens. It is a low-cost way of responding directly to the needs of large disadvantaged population in their school, community and the handicapped. Considering the scarce funding towards I.C.T. education, it has not just SUSTAINED the school's basic I.C.T. training but it uniquely STIMULATED added dimensions towards community/global involvement and fostered positive youth engagement.

b> The initiative had a special way of addressing opportunities for socialization and individualized support with NO COST - The teachers, the visually challenged, the out-of-school and the whole school body suprisingly formed supportive bonds and seemed to learn much faster because instructions are more interactive.

c> Its an engagement that uniquely focuses on the assests of youth and their capacity - Our youth became visible constructors to be agents of change aimed directly in the interest of their own school and community. It uniquely cultivated 'untapped' resources providing meaningful opportunities for our youth to serve others and influence decisions to impact positive and deeper learning. 

d> Lastly, it's an initiative that incorporates community work into their very own classrooms while providing a tangible benefit for the visually handicapped, underpriviledged citizens and to their own community as a whole.

 

10. Risultati
Describe the results of your project as per today: 

1.> "Hot Spots as Learning Spots" - With the deployment of low-cost WiFi technology, M.O.R.M.S. has became the "First public school" in the country that provides a wide campus WiFi internet access. Laptops and desktops (equipped with WiFi cards) can easily be transported and gain internet access from the school's open gym, school playgrounds and 85% of their classrooms are currently classified as 'hot spots'. This resulted for the school not just to consider regular classrooms as their learning space but the WHOLE campus itself is part of their 'learning environment'.

2.> The school became the main 'hub' or 'center' of I.C.T. education - Four(4) neighboring public schools utilizes M.O.R.M.S'. free basic I.C.T. tutoring services. At present, M.O.R.M.S. is not just percieved as an educational institution but also as: an 'institution of hope'. More or less 6,000 students and 460 teachers will be benefiting from the initiative.

3.> The visually impaired gained access to local organizations resulted in acquiring services from a NGO for the blindRBI. - Through simple exchange of emails, our visually impaired tapped useful information and pursued networking with specialized teachers. Unaware of the existence of social services in the past, the visually impaired received skills on how to be INDEPENDENT and are starting to learn the basics and soon proceed in learning contracted Braille from volunteer specialized teachers. Two (2) out of 13 visually handicapped will be receiving contracted Braille tutoring and can communicate by email using a low-cost computer Braille keyboard we developed.

4.> It allowed stronger networking with other learning institutions - Using our synchronous web conferencing tool, high school youth pursued an on-line distance learning along with 25 volunteer university college students from the northern part of the Philippines. Using our virtual classroom, high school students are collaborating on-line and seeking tutoring services from college students that pertains to their homework in subjects in Algebra, Science, Social Studies, etc. This allowed high school students to reflect on their 'waterloo' and seek solutions to strentheng them. Approximately 110 students are utilizing this service. 

5.> It resulted in the establishment of a career counseling services for high school graduating students -Graduating high school students voiced out the need/access to career counseling services and raised issues 'to allow a reflection' prior to entering college life. Using our digital virtual archive through posting threads and blogs, our high school students reflects on feedback and discussions posted by college students about their academic experiences. We filter and retain positive 'first hand' information for future references and conduct webconferencing with college students in the northern Philippines. This activity allowed our youth to make informed decisions and prepare them towards college life and chosen career. This portal is being accessed anytime by approximately 2,000 students.

6.> The initiative unexpectedly discovered talents, skills and creative minds specifically from the out-of-school youth - With exposure to open source application (Google Sketch - CAD design), we realized a demand for a short term course in the community - Out-of-school youth are discouraged by their parents NOT to pursue high school education because of what they perceived as: 'senseless spending towards unemployment'. S.P.C.A.D. (Special Program in Computer Aided Designs) was developed for the out-of-school youth who wanted to cultivate their artistic skills within a short period with less financial contraints on the part of their parents. This one (1) year CAD certification program is geared in developing youth to be junior draftsmen for possible employment in Architectural/Engineering offices. This program was recently introduced to the community (running for 3 months now) and samples of their work can be viewed as attachments. To date, 48 students are enrolled in this program and all of them were formerly out-of-school youth.    

7.> Resulted more involvement from its own students - The school has been in existence for almost 45 years now and hiring a local web designer is financially challenging. Its students (with approval and support from the school principal and administrators) allowed its own students to freely design an appropriate website. Today, M.O.R.M.S. is the ONLY school in the Philippines whose website was designed, launched and currently being maintained by its very own students. Student's academic and non-academic activities can be view by visiting the school's official website: M.O.R.M.S. 

8.> A regular school has become a handicapped friendly learning institution - Awaiting DepEd's regional approval for the visually handicapped to 'co-exist' in regular classrooms, the school created the 'birth' of public awareness and acceptance that blind youth can utilize their potentials in the society by way of using open source adaptive learning technology. This resulted in overcoming current stereotype and discrimination to ALL persons with disabilities in their region.

9> The youth transformed their own educators(teachers) to be technologically literate - To date, 89 teachers has their own email addresses and showed competency uisng their virtual classrooms (synchronous web conferencing tool); using Word processing, Power Point and other software applications. These teachers uses their newly acquired skills in: communicating to other professional educators; presentations during seminars; accessing teaching materials on-line and are more sensitive towards positive self improvement. These teachers are now educating their own non-technology inclined colleagues and as a result they share their own stories to "old school teachers" to come closer to technology.    

10> From non-technologically inclined youth to: "Technology Ambassadors" - It forced multiplied young technology 'ambassadors' which they advocate I.C.T. benefits right to their own family members, small villages and to their own peers. Eighty (80) young tutors issued 380 certificate of Basic I.C.T. Education to non-technology inclined youth. 89 teachers received their certificate of accomplishment as well which was signed and handed out right by their very own students.     

In che misura risponde ai bisogni degli utenti: 

KIDZ 2 TEACH fulfills basic I.C.T. computer training and education based on the type of learners. Learners in the program are divided into 3 groups: (a) Unsighted (blind) youth; (b) Out-of-school school and youth who are currently enrolled but don’t have access to technology/information in their own schools and (c) Public school teachers who desire to learn basic computer applications.

1.> In the case of the unsighted youth, tutors of KIDZ 2 TEACH fulfilled the tutees need to: To SEE and COMMUNICATE to the world through hearing. (The unsighted youth calls it: "Oh I C") Assisting them to overcome their disability, their tutors gained access to open source audio screen readers, assisted in using the mouse and computer keyboard (with Braille markings) and access free on-line talking books. Always paired in working group: a) The sighted youth introduced the Unsighted to various sounds of animals which the unsighted tries to identify; b) On-line audio alphabet lessons which the unsighted youth practiced reciting and sing the English alphabet and many other free on-line audio learning materials which the unsighted learner has never heard, exposed or learned before. The sighted youth further introduced the establishment of individual email accounts for every unsighted learner; the sighted tutors assisted networking with local organizations that deal with the visually impaired and linked them to social and medical on-line disability services.

2.> The needs of the out-of-school and other learners who are currently enrolled are addressed by way of: a) Learners learned from tutors how to access open source learning sites which they can decide to print or uploaded for listening purposes or as their take home assignments; b) The tutees receives guidance from the tutors as to which learning sites are helpful in sharpening their reading and comprehension skills; c) Tutees learned to use search engines, on-line dictionaries; d) Tutors assist the learners to basic on-line math exercises; e) Introduction of environmental awareness issues to the tutees; and f) Tutee's receives tutor's assistance in establishing personal email accounts and linking them to on-line local social services that are appropriate to their needs. KIDZ 2 TEACH I.C.T. tutoring style for this group is by watching and imitating through example. One example: a) how to use the mouse. Tutors visually show how each button works and its significance.

3.> Lastly, the challenging I.C.T. learning needs of school teachers are met by way of practical hands on tutoring from the tutors. Teachers who desired to learn the use of software applications (Word, Excel, and Power Point) simply learn side-by-side with the tutor by way of learning by: a) Sequence & activity or b) Step by step directions. Depending on the teacher's need, the scope of tutoring to teachers depends on WHAT is it to learn and HOW to go about using office applications: a) Using word documents; b) Constructing/Design of Power Point presentations; c) Use of their synchronous web conferencing tool; d) Establishing email accounts; and even e) How to operate a computer. This group comprises of teachers who have very limited or no exposure to computers and most of them never experienced having an e-mail account during their teaching career.

Quanti utenti interagiscono con il progetto mensilmente e in quale modo: 

There are currently 80 tutors (Power Users of I.C.T.) under the KIDZ 2 TEACH initiative. These youth engages in a 1:1 I.C.T. tutoring to non-technologically inclined youth and teachers. Working through by way of 'batches' and learner classification as:

1) WeekDAY learners - comprises of youth from their own school, their own teachers and the visually impaired. After regular school hours, tutees meet their tutors 1 hour per session 3 times a week. (Monday, Wednesday and Friday). The tutors accomodates 50 learners per session. Totalling 135 learners in a week or 540 learners in a month. 

2) WeekEND learners - Learners meet with their tutors every Saturday. Learners under this class are out-of-school youth and teachers coming from other public schools - Every weekend, out-of-school and youth from other public schools with some teachers meet their tutors in the morning and another class in the afternoon. (50 learners in the morning session and another 50 in the afternoon session). A total of 100 learners during Saturday session or 400 learners in a month.   

 

Descrivete in quale modo il progetto ha ottimizzato la partecipazione di professionisti, ragazzi, giovani o altri soggetti: 

volunteerism

Descrivete in quale modo il progetto favorisce l'uso delle nuove tecnologie da parte di professionisti, ragazzi e giovani per lo sviluppo culturale e didattico: 

Teachers DEPEd

Descrivete i criteri che usate per misurate i risultati raggiunti dal vostro progetto: 
11. Sostenibilità
Indicate la durata complessiva del progetto: 
Meno di 1 anno
Indicate il costo di massima del vostro progetto (in Euro): 
Meno di 10.000
Come è finanziato il vostro progetto: 
Altro
Altro: 
Donations
Is your project economically self sufficient now: 
Si
Insert date: 
06/03/2008
12. Trasferibilità
Il progetto è stato replicato/adattato altrove: 
Si
Specifica: 

test

Che cosa possono imparare altri soggetti dal vostro progetto: 

test

SOCIAL CHANGE PROGRAMS ATTRACT HARD-TO-REACH, ALIENATED YOUTH WITH MUCH SUCCESS,
Innovative strategies from across the country challenge young people to become agents of change to the benefit of themselves and their communities

Citizens from two groups that are typically undervalued in our society -- students with disabilities and the elderly -- were able to enhance one another's lives and skills thanks to the innovative program Mr. Jennings describes.

 

STUDENTS JUDGED to be at risk because of learning or behavioral disabilities are frequently the recipients of services within their schools and communities. While it is certainly essential for these students to receive support services, they are often overlooked as potential resources in their communities, and their abilities remain unrecognized and unchallenged. Yet students with disabilities can develop personal, social, and academic skills through the process of making valuable contributions to others.

 

Like students with disabilities, the elderly are also frequently ignored or rejected. They are often viewed as a social and economic burden, while their rich knowledge and capacity to contribute to society are minimized or overlooked entirely. The fact that both these groups are often disregarded led me to design a program that would establish a meaningful connection between them.

 

Most young people today are comfortable with computers. They have grown up with computers in their classrooms and in their homes. Indeed, many of today's students have far better computer skills than the adults who teach and supervise them. On the other hand, many senior citizens have poor computer skills.1 As the use of computers permeates society, many seniors are finding that they need to acquire some basic computer skills. However, they are often reluctant or afraid to undertake the learning of these skills on their own. The v...

Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti: 
Siamo disponibili ad aiutare altri soggetti a sviluppare progetti o a migliorare progetti esistenti.
13. Informazioni aggiuntive
Background: 

KIDZ 2 TEACH is a group comprises of youth that are: tech-savvy, adaptive, fast learners, always connected, and ultra-communicators. They were overlooked and untapped I.T. resources in their own school. These are selected youth, that opened I.C.T. opportunities to incoming 'digital immigrants'; prepared their own marginalized citizens to 'see' and overcome the disability of the unsighted youth, they hear, and speak through walls and around the planet. They love to grow up with computers and video games, they have no trouble integrating virtual worlds with the real world. They share the knowledge, play with it, work it, and remix it into experiences that are personally enjoyable and valuable to them. They have asked practical questions: Why do developed countries wash their cars and flush their toilets using treated water? Why not harvest rain...Store it..and Use it? KIDZ 2 TEACH has also inspired many underfunded schools in the region. A school devastated by a super typhoon, has allowed a 'discovery' of its UNtapped resources and use them to pursue and continue to hope for a better education. Finding hope and the desire to change was the key for its success. Overall, KIDZ 2 TEACH presents an initiative that youth are NOT just 'learners' but are 'educators' as well. With exposure to technology, they became (not just consumers of information) but can be producers of information out from their own local and global collaborative involvement.

More information on this links:

a) http://powerusers.edc.org/symposium/PUTeams/Philippines/philippines.htm

b) http://www.hotcitywireless.org/UNChronicleArticle.pdf

c) http://www.hotcitywireless.org/SymposiumUpdateNov05.pdf

d) http://www.govtech.com/100505

Ostacoli: 

test

Soluzioni: 

test

Future plans and wish list: 

test

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