5.1 Content and curricula for schools
Bringing Internet connectivity to schools is a first step. Access to an Internet connection gives educators a chance to significantly redesign curricula, making use of newly available resources, research tools and student collaboration mechanisms.
The availability of appropriate content and curricula fuels the incorporation of broadband-enabled resources into educational programmes. Costa Rica, for example, introduced computers in primary schools in rural and marginal urban areas, along with the Logo programming language and other software tools. This has supported teaching methods and collaborative classroom activities to develop students’ cognitive skills and creativity.189
There are particular needs for content addressing the interests and needs of, for example, indigenous people, persons with disabilities, and women and girls, among others. These are explored more fully in Modules 3, 4 and 5, respectively, of the Connect a School, Connect a Community Toolkit.
Beyond educational settings, if content and tools are made available to address specific populations, there may be opportunities for the community as a whole to take advantage of those resources, whether in a school-based telecentre setting, or through the longer-term benefits of meeting students' needs as they grow into adult members of society. Such opportunities not only meet specific community needs, they also strengthen ties between the school and the community.