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A great deal of attention is being paid today to the so-called digital divide—the division of the world into the information rich and the information poor. And that (1) does exist today. My wife and I lectured about this looming danger twenty years ago. What was less (2) then, however, were the new, positive (3) that work against the digital divide. (4) , there are reasons to be (5) . There are technological reasons to hope the digital divide will narrow. As the Internet becomes more and more (6) , it is in the interest of business to universalize (使普遍化) access—after all, the more people online, the more potential (7) there are. More and more (8) , afraid their countries will be left (9) , want to spread Internet access. Within the next decade or two, one to two billion people on the planet will be (10) together. As a result, I now believe the digital divide will (11) rather than widen in the years ahead. And that is very good news because the Internet may well be the most powerful tool for (12) world poverty that we’ve ever had. Of course, the use of the Internet isn’t the only way to (13) poverty. And the Internet is not the only tool we have. But it has (14) potential. To (15) advantage of this tool, some poor countries will have to get over their outdated anti-colonial prejudices (16) respect to foreign investment. Countries that still think foreign investment is a/an (17) of their sovereignty might well study the history of (18) (the basic structural foundations of a society) in the United States. When the United States built its industrials infrastructure, it didn’t have the capital to do so. And that is (19) America’s Second Wave infrastructure— (20) roads, harbors, highways, ports and so on—were built with foreign investment.
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A great deal of attention is being paid today to the so-called digital divide—the division of the world into the information rich and the information poor. And that (1) does exist today. My wife and I lectured about this looming danger twenty years ago. What was less (2) then, however, were the new, positive (3) that work against the digital divide. (4) , there are reasons to be (5) . There are technological reasons to hope the digital divide will narrow. As the Internet becomes more and more (6) , it is in the interest of business to universalize (使普遍化) access—after all, the more people online, the more potential (7) there are. More and more (8) , afraid their countries will be left (9) , want to spread Internet access. Within the next decade or two, one to two billion people on the planet will be (10) together. As a result, I now believe the digital divide will (11) rather than widen in the years ahead. And that is very good news because the Internet may well be the most powerful tool for (12) world poverty that we’ve ever had. Of course, the use of the Internet isn’t the only way to (13) poverty. And the Internet is not the only tool we have. But it has (14) potential. To (15) advantage of this tool, some poor countries will have to get over their outdated anti-colonial prejudices (16) respect to foreign investment. Countries that still think foreign investment is a/an (17) of their sovereignty might well study the history of (18) (the basic structural foundations of a society) in the United States. When the United States built its industrials infrastructure, it didn’t have the capital to do so. And that is (19) America’s Second Wave infrastructure— (20) roads, harbors, highways, ports and so on—were built with foreign investment.
An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this (1) —indeed, contradiction—which goes to the heart of what is wrong with the (2) to put computers in the classroom. An education that aims at getting a student a certain kind of job is a/an (3) education, justified for reasons radically different from why education is (4) required by law. It is not simply to (5) everyone’s job prospects that all children are legally (6) to attend school into their teens. Rather, we have a certain (7) of the American citizen, a character who is (8) if he cannot competently assess (9) his livelihood and happiness are affected by things (10) of himself. But this was not always the case; before it was legally required for all children to attend school until a certain (11) , it was widely accepted that some were just not equipped (12) nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is (13) to be educated. Computer-education advocates (14) this optimistic notion for a pessimism that (15) their otherwise cheery outlook. (16) on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often (17) the job prospects of graduates over their educational (18) . There are some good arguments for a technical education given the right kind of student. Many European schools (19) the concept of professional training early on in order to make sure children are (20) equipped for the professions they want to join.
An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this (1) —indeed, contradiction—which goes to the heart of what is wrong with the (2) to put computers in the classroom. An education that aims at getting a student a certain kind of job is a/an (3) education, justified for reasons radically different from why education is (4) required by law. It is not simply to (5) everyone’s job prospects that all children are legally (6) to attend school into their teens. Rather, we have a certain (7) of the American citizen, a character who is (8) if he cannot competently assess (9) his livelihood and happiness are affected by things (10) of himself. But this was not always the case; before it was legally required for all children to attend school until a certain (11) , it was widely accepted that some were just not equipped (12) nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is (13) to be educated. Computer-education advocates (14) this optimistic notion for a pessimism that (15) their otherwise cheery outlook. (16) on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often (17) the job prospects of graduates over their educational (18) . There are some good arguments for a technical education given the right kind of student. Many European schools (19) the concept of professional training early on in order to make sure children are (20) equipped for the professions they want to join.
An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this (1) —indeed, contradiction—which goes to the heart of what is wrong with the (2) to put computers in the classroom. An education that aims at getting a student a certain kind of job is a/an (3) education, justified for reasons radically different from why education is (4) required by law. It is not simply to (5) everyone’s job prospects that all children are legally (6) to attend school into their teens. Rather, we have a certain (7) of the American citizen, a character who is (8) if he cannot competently assess (9) his livelihood and happiness are affected by things (10) of himself. But this was not always the case; before it was legally required for all children to attend school until a certain (11) , it was widely accepted that some were just not equipped (12) nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is (13) to be educated. Computer-education advocates (14) this optimistic notion for a pessimism that (15) their otherwise cheery outlook. (16) on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often (17) the job prospects of graduates over their educational (18) . There are some good arguments for a technical education given the right kind of student. Many European schools (19) the concept of professional training early on in order to make sure children are (20) equipped for the professions they want to join.
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