PERIODIC REPORT: AUGUST-NOVEMBER, 2013
AFTER-SCHOOL CYBERCAFÉ & CLASSROOM PROJECT OF
HAITIAN RESOURCE DEVELOPMENT FOUNDATION
AQUIN, HAITI
Aldy Castor, M.D. <aldyc@att.net>
954.659.7953 hrdf.org
The Haitian Resource Development Foundation (HRDF),
a 501(c)3 non-profit organization, with United States
Federal Tax I.D. No. 72-1074482, was established in
1987 in the State of Louisiana. This Foundation is also
recognized by the government of Haiti as a NonGovernmental Organization (N.G.O.) under the RE: No.
MPCEFP/1993/94/17 and registered in the archives of Le
Ministère de la Planification et la Coopération Externe
under the number B-0167.
HRDF’s mission is to initiate or support projects whose
goals are to develop Haiti’s resources and focuses its
effort on outcome-based programs in the fields of
health care, education, scientific research, arts and
culture and economy.
Thanks to a grant from the Kellogg Foundation,
HRDF created and began an after-school cybercafé
and computer education classroom in its new
vocational-technical building on the outskirts of
the Caribbean coastal city of Aquin, Haiti.
AQUIN AREA PHOTOGRAPHS FROM
VARIOUS SOURCES
Although populous, with approx. a hundred thousand
living in the city and the surrounding commune,
there are few computers, little to no instruction, no
cybercafés, and most of the families are too poor to
buy their own computing equipment.
Thus, the Kellogg-HRDF project is the first of its kind
in the vicinity and is available for free to children
during the afternoon hours between the end of the
school day and the beginning of chores and meals at
home.
The project began in August with the recruiting of
project staff and the purchase and installation of
electrical equipment, computers and furniture.
Two adjoining rooms in the vo-tech building, each
approximately 20’ x 20’ were prepared, one for the
cybercafé and one for the classroom. In addition,
there is a large assembly space in a nearby building
on the property. The whole facility is of recent
construction and meets Haiti’s new standards of
design and materials to be resistant to storms and
earthquakes.
In September, project staff plus HRDF’s advisors
created the curriculum to provide an effective
introduction of computer technology, learning and
recreation to the largest number of children in the
city. The topics include the world of computers,
typing skills, the internet, social networking, word
processing, graphics, games and audio-visual.
The two rooms are used simultaneously. This
permits the staff to teach two groups of approx.
fifteen at a time. Each group is a different age, e.g.
9-10, 11-12, 13-14, etc. After the first session of
approx. 60-90 minutes, the groups switch sides;
the one that began in the classroom moves to the
cybercafé, and the other does the opposite.
HRDF ORIGINAL CURRICULUM GUIDE FOR
CYBERCAFÉ AND
COMPUTER CLASSROOM ACTIVITIES
V. INSTRUCTION
Offered as a guide for instructors of HRDF in Aquin, Haiti. As originally envisioned, there are a minimum of ten hours' introductory time offered to
each youth, five hours in the cybercafé and five hours in the classroom, as follows. An hour of each would be given during each afternoon’s visit.
A. Cybercafe
Sesion 1. "The World of Computers" - In this session, youths will learn a brief history of computers, learn how computers are used in the modern world, have
the chance to look inside a typical computer, and assemble the external parts of a personal computer, then power it up to see it work.
Session 2. The Internet and World-Wide Web - In this session, youths will learn how to "go online," use a browser, maneuver the screen and search for the
following things: a map of Haiti, a Haitian radio station, a YouTube video about Haiti, and a storybook about Haiti.
Session 3. Introduction to E-mail - In this session, youths will learn about e-mail accounts and learn how to e-mail each other back and forth within the
cybercafe. For this, a dedicated account will need to be created for the cybercafe, with sufficient account names to accommodate each of the youths as users.
Session 4. Introduction to Social Media - In this session, youths will be guided through the features of several popular social media. They will learn how to look
for and read messages posted by individuals and organizations. (Important: Because creating accounts, sending messages and learning precautions concerning
social media requires much more than an hour session, plus close adult supervision, youths will not create accounts or send messages.)
Sesion 5. Games - In this session, youths will explore the internet to discover and learn about the great variety of free computer games available (educational,
recreational, competitive, personal games, team games, etc.) They will learn how to play and keep score of selected games, including skills with the mouse.
B. Classroom
Session 1. Typing and Keyboard Skills - Using a basic word processing program such as Notepad, youths will learn their way around the keyboard and how to
begin typing with all fingers. This will include practice typing letters, numerals and symbols, and one or more basic documents (a poem, a thank you note, a short
story, etc.) from one(s) supplied by the instructor and then from one(s) they make from their own imagination. Then, they will print them to see their work. This
requires instructors to pre-load the computers with examples for youths to copy.
Sessino 2, Typing and Keyboard Skills, continued - Continued as above, with emphasis on typing speed and accuracy.
Session 3. Basic Programs - Word Processing - Using the most elementary word processing program such as Notepad, youths will learn the basics and the
capabilities of writing and creating poems, stories, diaries and keeping records of their activities. Instructors will be required to pre-load exercises into the
computers. For example, they would paste a poem at the upper half of the page so that youths can type and copy the poem on the lower half of the page. The
exercises will also help them continue to learn and improve their typing skills.
Session 4. Basic Programs, continued - Images and Slideshows With Photo Editor, Paint or another elementary image editor [not Photoshop], youths will
learn to import and manipulate images (brighten or darken them, rotate them, color them, etc.). This will require instructors to pre-load images into each computer.
With Powerpoint, they will learn to take a poem or short story and turn it into a brief slide show. They will experiment with different typefaces, line spacing,
justification and background colors. Then, they will print them to see their work.
Session 5. Basic Programs, continued - Audio/visual (two one-hour sessions) - Microsoft and other companies offer elementary programs for recording,
downloading and editing digital audio and video of various popular formats. Instructors will select one of these programs, demonstrate its basic capabilities, and
then guide youths through an exercise that a) edits and audio track, b) edits a video track, and c) combines the two tracks into an audio/video segment. If time
permits, youths can select and download audio/video of their choice from the internet and then perform basic editing.
CYBERCAFE SESSION 1
CLASSROOM SESSION 1
INSTRUCTOR:
INSTRUCTOR:
TOPIC: "The World of Computers"
TOPIC: Typing and Keyboard Skills
GOALS: Introduce youths to computing and the variety of computers and
computer equipment. Provide a hands-on experience as if this were their
first time with computers. Demonstrate the capabilities of HRDF's
cybercafe and computing classroom for recreation and education, as
individuals and as groups. Go over the rules for using the facility.
GOALS: Introduce the keyboard and explain why typing skills are essential to
computing. Provide a hands-on experience as if this were their first time with
keyboards and typing. Demonstrate keyboard capabilities, both keystrokes
and commands.
OBJECTIVES: In groups of three, give each youth a chance to handle,
operate, disassemble, assemble and become familiar several kinds of
computing devices - desktop, laptop, tablet, calculator - and accessories.
OBJECTIVES: Provide experience with keyboards, including their parts,
controls and connections. Distinguish between numbers, letters, symbols and
commands. Demonstrate hunt-and-peck and touch-typing.
TEACHING PLAN: Place a working and internet-connected computer
system on each group table. Have the youths in each group follow your
instructions precisely. Take them through exercises of turning the
computer on and bringing up a variety of items in two sets. First are
preloaded items such as a space image of Haiti, a Haitian poem, a brief
Haitian slideshow, a Haitian song and brief Haitian video and a simple
game. Second is comparable set of Haiti-related items and a game from
the internet. Walk around the room while instructing them, ask questions
and let them answer. That should take about a half-hour. Then, give each
group a separate desktop computer unit and take them through the
process of disassembling it, looking inside, counting the parts, guessing
what they do, and then putting it back together. Walk around the room
while guiding them, ask some questions and answer. Then, tell them what
to expect in future sessions.
TEACHING PLAN: 1. Explain the categories of keys on the typical keyboard
(letters, numbers, symbols, commands, etc.) and then use the projector,
demonstrate proper typing technique. 2. Then, with all computers in a basic
word processing mode, such as Notepad, guide the students through several
exercises - typing their names, the names of their schools and teachers, their
favorite foods, etc. Then have them copy a short poem and a short story.
Then have them print their work. 3. Then, using the projector, demonstrate
"touch typing" and have them to try it on their computers. Offer them
keyboards so they can can practice the finger movements on their own.
TEACHING REQUIREMENTS: One working, internet-connected
computer for each group table. One non-working desktop computer for
each table. Tools to disassemble and examine the computer such as
screwdrivers, small flashlights, pencils and paper.
LEARNING PLAN: Using a basic word processing program such as Notepad,
youths will learn their way around the keyboard and how to begin typing with
all fingers. This will include practice typing letters, numerals and symbols,
and one or more basic documents (a poem, a thank you note, a short story,
etc.) from one(s) supplied by the instructor and then from one(s) they make
from their own imagination. Then, they will print them to see their work.
LEARNING PLAN: - By these two exercises, youths will learn what a
computer can do intrinsically and where it can take them in the virtual
world. They will have a chance to look inside a typical computer and
imagine how it works.
POST-SESSION PLAN: All youths who complete the course of study will
have free admission to the cybercafe one afternoon a week.
TEACHING REQUIREMENTS: Preload Notepad and sample poems and
short stories on the computers. Prepare the printer to receive typed pages
from the students. Have sufficient practice keyboards to distribute to
everyone.
POST-SESSION PLAN: Youths will have keyboards to take home so that
they can practice typing exercises.
CYBERCAFE SESSION 2
CLASSROOM SESSION 2
INSTRUCTOR:
INSTRUCTOR:
TOPIC: The Internet and World-Wide Web
TOPIC: Typing and Keyboard Skills, continued
GOALS: Introduce, explain and familiarize youths with the internet through
hands-on experience.
GOALS: As above, continue to introduce the keyboard and explain why
typing skills are essential to computing. Provide a hands-on experience as if
this were their first time with keyboards and typing. Demonstrate keyboard
capabilities, both keystrokes and commands.
OBJECTIVES: In groups, youths will take turns exploring several different
features of the internet, recording and/or printing them
OBJECTIVES: Continue to provide experience with keyboards, including their
parts, controls and connections. Distinguish between numbers, letters,
symbols and commands. Demonstrate hunt-and-peck and touch-typing.
Demonstrate various typing speeds from twenty to sixty words a minute.
TEACHING PLAN: Using the projector, conduct an introductory tour of the
internet, using the projector. Concentrate on websites that relate to Haiti
and Haitian life. Then, have groups of youths explore the internet
themselves by following the instructor to sites that have been chosen in
advance for their interest, color, information and impact.
TEACHING PLAN: Continue as in previous session. 1. Explain the
categories of keys on the typical keyboard (letters, numbers, symbols,
commands, etc.) and then use the projector, demonstrate proper typing
technique. 2. Then, with all computers in a basic word processing mode,
such as Notepad, guide the students through several exercises - typing their
names, the names of their schools and teachers, their favorite foods, etc.
Then have them copy a short poem and a short story. Then have them print
their work. 3. Then, using the projector, demonstrate "touch typing" and have
them to try it on their computers. Offer them keyboards so they can can
practice the finger movements on their own.
TEACHING REQUIREMENTS: Computers at each group table, projector,
list of websites to visit, printer for printing selected pages to start a
Cybercafe Notebook of Haiti-related websites.
TEACHING REQUIREMENTS: Preload Notepad and sample poems and
short stories on the computers. Prepare the printer to receive typed pages
from the students. Have sufficient practice keyboards to distribute to
everyone.
LEARNING PLAN: In this session, youths will learn how to "go online,"
use a browser, maneuver the screen and search for the following things: a
map of Haiti, a Haitian organization, a Haitian radio station, a YouTube
video about Haiti, and a story about Haiti.
LEARNING PLAN: As in the previous session, using a basic word processing
program such as Notepad, youths will learn their way around the keyboard
and how to begin typing with all fingers. This will include practice typing
letters, numerals and symbols, and one or more basic documents (a poem, a
thank you note, a short story, etc.) from one(s) supplied by the instructor and
then from one(s) they make from their own imagination. Then, they will print
them to see their work.
POST-SESSION PLAN: Youths will use future time in the cybercafe to
explore and print additional Haiti-related webpages for a Cybercafe
Notebook that everyone can use as a reference book.
POST-SESSION PLAN: Youths will have keyboards to take home so that
they can practice typing exercises.
CYBERCAFE SESSION 3
CLASSROOM SESSION 3
INSTRUCTOR:
INSTRUCTOR:
TOPIC: Introduction to E-mail
TOPIC: Basic Programs - Word Processing
GOALS: Demonstrate the fundamentals of e-mail systems - structure,
function, etiquette, protection, etc.
GOALS: Achieve basic know-how of computer-based word processing.
OBJECTIVES: Provide each participant with an e-mail account that
connects to others in the cybercafe project.
OBJECTIVES: Be able to type and print three different kinds of written files a poem, a short story and a thank you note.
TEACHING PLAN: Demonstrate a typical email account, explaining the
features and operations available. Introduce an internal Cybercafe email
system where every youth will have his or her personal account and be
able to send and respond to each other.
TEACHING PLAN: Using a simple word processing program such as
Notepad, guide youths through the process of copying three different
preloaded files - a poem, short-story and thank you note. Then print them to
show the results of their work.
TEACHING REQUIREMENTS: Create an internal email account the
permits youths visiting the cybercafe to write and respond to each other.
Give everyone their own name and account. An example of a free internal
email system is http://webscripts.softpedia.com/script/EmailSystems/Internal-E-Mail-System--29342.html
TEACHING REQUIREMENTS: Preload the computers with Notepad, and the
three files for youths to copy. Prepare the printer to receive and print the
completed work.
LEARNING PLAN: In this session, youths will learn about e-mail accounts
and learn how to e-mail each other back and forth within the cybercafe
community.
LEARNING PLAN: With an elementary word processing program such as
Notepad, youths will continue to practice their typing skills by copying three
basic documents and then printing them to see the results.
POST-SESSION PLAN: Using email, youths will always be able to
correspond with each other from within the cybercafe.
POST-SESSION PLAN: In future visits to the classroom, youths can write
and print additional poems and stories, and learn how to save them in their
own personal folders in the classroom's main computer.
CYBERCAFE SESSION 4
CLASSROOM SESSION 4
INSTRUCTOR:
INSTRUCTOR:
TOPIC: Introduction to Social Media
TOPIC: Basic Programs, continued - Images and Slides
GOALS: Introduce youths to the variety of website services that permit
them to receive and send instantaneous group communication, locally to
globally. Create and offer a simple social media system for cybercafe
users to communicate as a group among themselves.
GOALS: Achieve basic know-how to process images and create slideshows
on a computer.
OBJECTIVES: Make a Facebook and/or Googlegroup account for the
cybercafe project that includes the youths attending and using the cafe
and classroom, one account for everyone's use, not several individual
accounts. Make an internal social media system that is for the exclusive
internal use and access of Aquin youths.
OBJECTIVES: Participants will download five images from the internet,
adjust them in basic ways and put them into a single slideshow in a sequence
of their choosing.
TEACHING PLAN: Introduce youths to a variety of Haiti-related Facebook
and/or Googlegroup sites - individuals, groups, events, social causes, etc.
- and explain how they function in the world of social media. Explain how
people participate in them and the cautions to use. Show how they can
use the cybercafe's account. Then, introduce the specially-made internal
cybercafe social media system and let youths beginto use it.
TEACHING PLAN: Introduce and guide youths through the methods for
downloading and manipulating images, and for putting images into a
slideshow. The shows can then be projected on the screen for everyone to
see.
TEACHING REQUIREMENTS: Computer projector connected to the
internet. Individual computers, one per group table. Pre-established
Facebook and/or Googlegroup account, and pre-established internal
social media account using available freeware.
TEACHING REQUIREMENTS: Preload images into each computer. In a
simple image editor such as Microsoft Photo Editor, have youths follow along
in downloading and manipulating images, then printing them. Then with
PowerPoint, guide them through inserting images into a sequence that they
can play as an automatic slideshow.
LEARNING PLAN: Youths will become aware of a variety of internetbased social media and have a chance to try them by using an account
that is pre-established by the cybercafe project. They will learn how to
search for, understand and navigate social media sites and the reasons
for using them with caution.
LEARNING PLAN: Using basic versions of image and slide making programs
such as Microsoft PhotoEditor and PowerPoint, youths will learn how to work
with images and create slideshows.
POST-SESSION PLAN: Youths will keep a notebook of websites and
social media that they visit and use, and have opportunities to present
their experiences to others in their groups.
POST-SESSION PLAN: In future visits to the classroom, youths can make
their own and more complicated images and slideshows.
CYBERCAFE SESSION 5
CLASSROOM SESSION 5
INSTRUCTOR:
INSTRUCTOR:
TOPIC: Games
TOPIC: Basic Programs, continued - Audio-Visual
GOALS: Introduce participants to the world of computer-based games,
including those that can be played in person - alone or in teams - or
remotely by individuals or groups that are in different physical locations.
GOALS: Demonstrate and let youths learn and practice how to create brief
audio-visual presentations on the computer.
OBJECTIVES: Introduce, instruct and let participants play three selected
brief computer games that promote and combine educational and
recreational purposes, learning speed, hand-eye coordination and mental
acuity. One of the suggested recreational games is "Jezzball" that can be
downloaded from http://www.theblog.ca/jezzball
OBJECTIVES: Youths will make a one-minute audio-visual presentation of
their own choosing.
TEACHING PLAN: Pre-load selected computer games onto computers at
the group tables. With the help of the computer projector, introduce each
of three games and then allow each group to choose and play the game of
their choice. Then provide time for them to discuss their experience.
Then briefly demonstrate where they can find games on the internet for
downloading or for playing online.
TEACHING PLAN: Using the computer projector and sound system,
demonstrate the world of brief audio-visual presentations such as available on
YouTube.com and other media sites. Using a free audio-visual program from
the internet, demonstrate how audio and video tracks are combined. Take
participants through the process of making a one-minute presentation from
audio and video that has been pre-loaded into the classroom computers.
Each computer will have a different combination of audio and video. Then, let
them play the results for the class.
TEACHING REQUIREMENTS: Select and preload games. Find and list
internet game sites.
TEACHING REQUIREMENTS: Free audio-visual software. Preloaded
computers. Computer projector.
LEARNING PLAN: In this session, youths will discover and learn about
the great variety of free computer games available (educational,
recreational, competitive, personal games, team games, etc.) They will
learn how to play and keep score of selected games, including skills with
the mouse. They will learn where additional free games are located on the
internet either for downloading or for playing online.
LEARNING PLAN: Youths will learn that audio-visual presentations such as
a film or music video are comprised of separate audio and video elements
that are combined using computer programs. They will learn how to combine
them and present the results to the class.
POST-SESSION PLAN: Youths will keep a notebook of games they play,
what they think of them, and the scores they achieve.
POST-SESSION PLAN: In future visits, youths will be free to experiment with
creating and combining audio and video elements into brief presentations.
In October, the project was publicized throughout
the city and immediately attracted good attention
and response. Numerous parents brought their
children to HRDF on the day of opening.
To help determine the children’s readiness to learn,
the staff prepared and administered a basic exam
of reading, writing and arithmetic. The ones who
passed were admitted first, and the others were
assured they will be able to re-take the exam for
admission at a later date.
In November, HRDF’s cybercafé and classroom
opened on a regular basis. Sessions are going
smoothly, and there is interest from adults who
would like to become computer literate.
A solar-electric energy system for the facility,
purchased in Florida, arrived in Haiti during the last
week of November and is slated for installation in
December.
Also in November, the Government of Haiti approved
and accredited HRDF’s vocational-technical program
to teach in the fields of information technology and
mechanical and industrial arts.
In addition, HRDF plans to begin offering sessions in
English as a foreign language.
PHOTOGRAPHS OF ENTRANCE EXAMINATION DAY PARENTS AND CHILDREN ATTENDING
PHOTOGRAPHS OF
ACTIVITY IN THE CYBERCAFÉ
PHOTOGRAPHS OF
INSTRUCTION IN THE COMPUTER CLASSROOM
[Google-English summary from original French]
Activity Report - Cybercafé in Aquin for School Children, Ages 9-14
Somere Claude, Project Manager
With funds from the Kellogg Foundation (ref no. P3023053)
The following activities were carried out for the preparation of the opening:
- Construction of cybercafé and instructional classroom
- Installation of furniture and computing equipment
- Acquisition of internet connection
- Recruitment of teachers (3 men, 1 woman)
- Preparation of teaching schedule
- Publicity and registration process (94 registered)
- Admission test administered and graded by instructors
- Publication of results (45 admitted by exam and 15 chosen by schools)
- Sorting of youths into groups
- Orientation program
Originally scheduled for October 2013, the opening occurred Nov. 11, 2013 due
to logistical problems caused by theft and interrupted electricity. Limited use
of onsite diesel generator in lieu of municipal electricity. Equipment for
independent photovoltaic system arrived in Aquin from the U.S.A. on Thursday,
November 28, 2013. [continued next page]
Will recruit an additional watchman to deter the continuing threat of theft.
The problem is considered serious due to the high value of the solar-electric
system that will soon be installed. The solar panels and associated
equipment are highly sought after.
Scheduled for December-February period:
- Continue instruction of current groups
- Install energy equipment (solar panels, inverters, batteries, etc.)
- Prepare next round of sixty students for sessions beginning February 2014
- Publicize and open registration for two new groups.
- Administer and score admission exams
- Publish results; admit 45 by exam, 15 by school recommendation.
SUSTAINABILITY
As shown below, the Government of Haiti recently
approved and accredited HRDF’s vocationaltechnical school for the teaching of information
technology and the mechanical and industrial arts.
There is also the intention to teach English and
other professional courses on a fee basis.
A portion of the fees will be used to subsidize
salaries and operational cost of the cybercafe and
instructional classroom so that schoolchildren can
attend and enjoy them without charge.
HRDF YOUTH CYBERCAFÉ PROJECT, AQUIN, HAITI hrdf.org