Promoting Intergenerational Leadership With Natalie Miller (Part 2 of 2)

November 13, 2020

This is the second part of a two-part interview conducted with Natalie Miller, a systems engineer with Booz Allen Hamilton, active member of the ShapingEDU community, and a University of Maryland graduate student. An article drawn from the interview is available on the ShapingEDU blog.

Switching gears, has broadband access been an issue for you and your colleagues in online learning environments?

In a work and personal setting, yes.

In a personal context I have mainly just had connection issues on different days that prevented me from getting work or school done online. It is amazing how much we rely on these connections and how much stops when they disappear.

The hardest situations I have heard today are the power outages in Los Angeles county. The power companies in the area keep shutting off power because of the risk of downed polls and fires, but every time there is a power outage, it sets students and teachers a day behind, keeps individuals from working, and takes away connections for everyone in those areas. At the end of the school year, students are going to be in classes much less than other areas because of this situation, meaning they may be behind other students and may not be meeting the mark as often as other districts.

Seeing how broadband can affect an individual so dramatically shows how essential it is for everyone to have equal opportunity to resources, and how stressful not having these resources could be. I actually took the train up the coast this past weekend, and I know I was stressed when my call was cut out for five minutes! With public locations including libraries and Starbucks being closed for a period of time, it was even more difficult. 

During the pandemic, having outdoor Internet cafes, or opportunities to receive more reliable, battery operated/remote access equipment are two ideas that could be helpful.

One last switch to hit a topic that clearly is of interest to you: I know you have a long-standing passion for and impressive involvement in advocating for open education resources. Care to add anything more to what you’ve already said about how you were drawn to that topic under the tutelage of your dean, and some of the work you’re doing or have done?

Open Education is the future of education, and it can teach everyone so much. In times like the pandemic, creating open materials could help to foster the communities everyone misses, and help individuals to gain development or show progress from opportunities they may have lost. Today’s emotional climate has been so unstable; by working on open publishing or assisting on making materials for students, individuals can provide the assistance and compassion that these students need in times where funds and emotions are tight.

Natalie Miller

From my experience, groups like College of the Canyons Open Educational Resources and ShapingEDU have been some of the most positive and supportive communities I have been a part of, which is why I continue to come back and be a part of them. The synchronized mindset of wanting the best for others, and for the community is what drives them, and that is honestly the type of communities America and the education system need right now. Education will always be the future, and supporting the students in the system is how to support the future.

What have I not asked that you hoped to cover regarding learning, leadership, broadband access, or open education resources?

“How would you advise someone to become a leader in education?” 

One of the most unique things about education is how many different individuals are involved. In the educational community, there are almost no limits to the number of backgrounds, races, specialties, ages, genders, or any other identifiers that exist, but with all this diversity I want to remind everyone that you can be a leader, especially in education. 

“How?”

Find what you are passionate about. Surround yourself with individuals that will support you. Make a plan. Think about what you see that needs to be improved. 

When I just started school, I made the mistake of thinking I was just there for the degree and all I needed to do was show up to classes. When I started doing more than that, I became more than that. When you become passionate about something, like education, you should learn about it enough that you have no doubt in your mind that you are an advocate, and then people will listen. 

Being a leader is also listening. Once we all start listening to each other, we can all lead each other to better systems and processes that will drive us toward equality, equity, and opportunity for all. 

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Dianne Connery (Part 1 of 2)

October 6, 2020

This is the first part of a two-part interview conducted with Dianne Connery, director of the Pottsboro Area Library (in Texas) and a ShapingEDU colleague who has been a long-time proponent of universal broadband access, particularly for those in the community she serves. An article drawn from the interview is available on the ShapingEDU blog.

Let’s dive right into the substance of what you’re doing. What first drew you to the challenge of providing broadband Internet access for work and learning?

Dianne Connery

Working in a rural library, I talk to people every day who struggle with not having access to broadband. Their stories inspired me to work to improve conditions. In particular, I saw how young people do not have the same experiences and opportunities as kids in the suburbs and urban environments. I raised my kids in cities, and they were exposed to up-to-date technology. Many of the families do not have broadband in their homes, and parents are not tech savvy. The school system is struggling to provide up-to-date technology and training as well. It is not uncommon for teachers to lack access to broadband in their homes. I want young people to be on a level playing field when they graduate from high school.

Much of what I read and hear from colleagues focuses on the learners and on employees. You’ve raised an interesting part of the problem by mentioning the teachers and their own lack of access. Is the library doing anything to help instructors?

We were able to provide hot spots to some of the teachers although that is not a viable solution for some areas. The library recently received a $25,000 TSLAC [Texas State Library and Archives Commission] grant to provide internet in 40 homes. Teachers will be included, and the remainder are low-income families. A pending $232,000 IMLS [Institute of Museum and Library Services] grant will provide home internet for an additional 85 homes. This is an EBS spectrum dedicated to education. I am working closely with a local fixed wireless internet provider (TekWav) to find funding to build infrastructure that will eventually cover every student and teacher in the county.  On the digital literacy side of the issue, the library has provided access and training to the teachers/students to use our databases. This week I started a learning circle that is a group learning experience for Google Drive Essentials. I’m hoping to support some of the teachers to work more efficiently with available technology.

You’re opening a very interesting door here for readers who are interested in how to take a step-by-step approach to addressing even the smallest pieces of the broadband-access challenge, including the question of funding. Based on your experience pursuing and obtaining grants, what simple steps would you recommend for those who don’t know how to identify funders and create successful funding requests?

Much of our success is a result of building relationships with people/organizations who share the same goals. Especially since COVID-19, I’ve been actively participating in weekly calls where I am connecting with others who are working towards universal broadband. One helpful call is Gigabit Libraries Network. Through being on that call, I was invited to be a sub-awardee on a large global grant proposal that used different approaches in different locations as pilot projects. Ultimately, we did not receive that award, but through the relationship building, Gigabit Libraries Network emailed me and asked if I would like funding to deploy neighborhood access stations. They provided funding for three neighborhood access stations which are in the process of being constructed now. Additionally, they connected me with the Information Technology Disaster Resource Center [ITDRC]. ITDRC deployed a mobile Wi-Fi trailer to a parking lot outside of town in an area with limited connectivity. A few weeks ago, ITDRC installed a hot spot at a bait and tackle shop outside of town in an area with a lot of school kids who don’t have Internet at home. So, all of that happened as a result of just talking with other stakeholders. Schools, Health & Libraries Broadband Coalition is also helping me understand the whole issue from a legislative/advocacy perspective. Hopefully, the work we are doing there will result in federal funding to make things happen. So, just talk to people, and one connection leads to another. If you connect to the right person, the funding follows.

 Among the gems in the answer you just provided is this one: “..we did not receive that award, but through the relationship building…” Any thoughts to prospective fundraisers about how to react to the word “no” in response to a request for funding?

I give myself one day to be disappointed, and then [move] on to the next thing. Usually we have several grants in the pipeline at any one time, so we are already focused on the next horizon. Personally, I have also had the good fortune of being a grant reader for two organizations and have learned a lot from being on that side of the equation. Sometimes there is something particular the funder was looking for that, through no fault of your own, doesn’t match. It has helped me be a better grant writer. Also, I have learned to write case statements so that I am able to use content in future grant applications so the work was not wasted. 

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Arlene Krebs (Part 2 of 2)

September 8, 2020

This is the second part of a two-part interview conducted with Arlene Krebs, a ShapingEDU colleague who is consulting in the arts, education, and technology and was honored as a California Broadband Champion in 2014. Arlene and I serve together as members of the organizing committee for ShapingEDU’s “Connecting for Work and Learning: Universal Broadband Access in the United States” initiative. An article drawn from the interview is available on the ShapingEDU blog.

Let’s stay on Loaves, Fishes and Computers for a moment. What role did you play in establishing/nurturing it?

I have worked hand-in-hand with the Founder and Executive Director [Christian Mendelsohn]. He came to my University office in 2011 to ask for advice on funding and grant writing. (I am the author of four editions of The Distance Learning Funding $ourcebook: A Guide to Foundation, Corporate & Government Support for Telecommunications and the New Media—last edition was 2000, so you can see the “old” references to new media). So, Christian asked for my help. I began with the first Board of Directors—I have served on nonprofit boards for 40 years now—and I began grantwriting for LFC. Since 2011, I’ve helped bring in nearly $700,000 in funds to support his organization, which has kept it afloat. Since SIP [sheltering in place during the coronavirus pandemic], we’ve distributed over 1,500 computers to those in need—low-income families, seniors, individuals, veterans, people with disabilities. I just completed eight grant applications for Loaves, Fishes & Computers, totaling $149,500 in requests for our work, of which we’ve heard from two funding agencies, awarding us $50,000 (our request and its maximum allotment) to distribute even more computers.

Another aspect concerns my work with the Central Coast Broadband Consortium—which I helped to found—and, being part of the statewide initiatives to close the digital divide, and the resulting grant opportunities through California’s Public Utilities Commission and also the state’s Broadband Council.

So many lovely threads to follow here. Let’s take this down to an individual level. Would you mind telling a success story in terms of how Loaves, Fishes, and Computers affected one participant or one participant’s family?

Hold on: I will cut and paste a recipient’s testimonial.

Fantastic! Thanks. I do want to get us to the current situation and how it’s giving us opportunities, but first want to get back to the Central Coast Broadband Consortium connection.  “When people want to find out what’s happening on broadband in Monterey County, they call Krebs,” CETF [California Emerging Technology Fund] President and CEO Sunne Wright McPeak wrote when you were recognized as a Broadband Champion in 2014. What were some of the most rewarding experiences you had that led to that level of recognition among your peers?

Founding the Wireless Education & Technology Center, organizing the Wireless Community & Mobile Users Conference more or less annually from 2003-2015, in which we gathered some of the true pioneers in the field of WiFi, Broadband, and Applications who represented the tech, business, nonprofit, and education “industries,” and who envisioned what policy, financing, technical challenges and more to overcome to make nation-wide broadband a reality. Also, I was invited by Cisco in 2004 to attend its Global Education & Broadband conference in Stockholm and Oslo (convened during the same time as the Nobel Prize ceremonies; Lev Gonick was another US representative of 10 of us, and I the only woman). At this summit, I learned about how government initiatives, funding, policy, and support in other countries were solving these issues, but not here. In the U.S., we have private companies providing infrastructure and services, so without private and some public sources of monies—in grants and investments—broadband infrastructure has lagged here. So, in 2004, Stockholm was connecting all of its public housing to broadband, Portugal had a nation-wide plan, Ethiopia was seeking ways to provide city-wide access etc. It opened my eyes to the possibilities—and inspired my work and commitments.

The ShapingEDU “Connecting for Work and Learning: Universal Broadband Access in the United States” initiative clearly has grown out of the challenges we’re seeing as learners across the country—and those facilitating their learning—have made a sudden pivot from mostly-onsite to primarily online learning in an incredibly short period of time. What opportunities do you see this shelter-in-place period providing for those supporting universal broadband access throughout the United States?

Over the past few weeks, there have been numerous articles in our local press and nationally about this persistent challenge of providing the tools and the connectivity to those without access. It is especially potent now where “remote learning” is at the forefront of the national discussion. How over 700,000 students in California alone do not have adequate tools or connectivity, how in our Monterey County 17,000 students of 78,000 K-12 students, do not have access. So it is a two-fold dilemma. The first is the economic, geographic, racial, social justice and digital divide; the other side of the coin, so to speak, is access to education (as well as access to health, social services, government & employment resources) on the Internet. As for distance learning, as I mentioned, I’ve been involved in this since the early 1980s with the first nationwide educational satellite networks, to two-way interactive videoconferencing to today’s online arena, and am a founding member of the United States Distance Learning Association, a nonprofit organization that brings together the business, government and education (K-12, higher ed, lifelong learning) arenas.

I used to travel this country teaching about distance learning, the professional development that’s required for K-12 teachers and higher ed, the tools that are necessary, the time and money commitments, the assessing of the skills that a learner/student needs to bring to the table, so to speak, to participate fully and effectively. What we have now is a “hodge-podge” emergency-laden response, so I am glad and grateful these issues are at the forefront, but concurrently distressed that we have 1) not solved the technology and broadband infrastructure issues and 2) that distance learning potentials are being met in a haphazard, uncoordinated manner that is leaving many students at the wayside—either turned off to what their teachers are so desperately and heroically trying to provide without proper professional development and the use of readily available curricula and distance ed resources—or students who are excluded because of no technology or access.

Yes, the issues are glaringly at the forefront right now. However, with the uncertainties festered by the global pandemic and the global economic downturn, I fear that broadband and technology access may be pushed aside once again for those who are not empowered. Broadband will continue to be provided for those in urban areas and for the workers of global and national corporations/agencies—but not for those who need it, too. 

Drawing upon your extensive experience, what would you suggest individuals can do to support broadband access locally, regionally, and nationally?

Oh, this is too long a response, but: 

  1. Learn what’s going on in your region. Who are the service providers, how can local government negotiate with them to provide access to your community?
  2. Ditto, research which organizations are actively working on these issues, school districts, county offices of education, libraries, local business community that requires broadband to survive and expand.
  3. At the state level, find out what policy and funding the state is offering. Does it have a broadband policy? Who is overseeing this—and, by the way, just about every state does have a policy—how can you get involved?
  4. At the federal level, see what the FCC is doing—its National Broadband Plan—what does its state, what is its status?
  5. Learn what organizations involved in these issues are doing—for example, the United States Distance Learning Association, COSN [the Consortium for School Networking], ISTE [the International Society for Technology in Education], Silicon Valley, the Wireless Communications Alliance here in California, these are examples of the kinds of government, business, nonprofit, education, telecom providers are doing. For example, Comcast, AT&T, and Spectrum Charter each have initiatives to provide monthly low-cost Internet (generally $10-$15 per month).

In other words, research, explore, involve yourself. Collaborate, Cooperate and Activate!

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Arlene Krebs (Part 1 of 2)

September 8, 2020

This is the first part of a two-part interview conducted with Arlene Krebs, a ShapingEDU colleague who is consulting in the arts, education, and technology and was honored as a California Broadband Champion in 2014. Arlene and I serve together as members of the organizing committee for ShapingEDU’s “Connecting for Work and Learning: Universal Broadband Access in the United States” initiative. An article drawn from the interview is available on the ShapingEDU blog.

Let’s start by setting some contemporary context for our conversation. During the recent week-long ShapingEDU Learning(Hu)Man virtual summer camp [July 2020], you talked about your evolving view of the term “digital divide,” and later circled back to broaden those comments. Care to summarize that here?

I’ve been working in this arena all my life, with initiatives to assist the most underserved and underrepresented members of our nation…be it in education-teaching, in working with other pioneers in the field of distance learning to assure equitable access to learning resources, teachers/faculty, and participation, and when the Internet “kicked off” in the late 1990s, to help expand opportunities for wired and wireless connectivity for Internet access. 

When everyone began to call it the “digital divide,” it first meant—was understood as—access to technology and connectivity—be it DSL, satellite communications, or—as it evolved—“high-speed bandwidth.” So at that point it became clearer, as I worked in this arena, that technology and bandwidth are part of the solution. Having the financial means to acquire technology and pay for Internet access was another part of the equation. So I began using the term “the economic and digital divide.”

As I worked in this arena and helped to form the Central Coast Broadband Consortium, and organized annual regional conferences—“The Wireless Community & Mobile User Conference”—I became more aware, learned from others, that access is more than money and technology and connectivity. It became clearer that the telecom providers were not going to wire or provide connectivity in areas that did not produce an ROI, or where the geographic terrain is too difficult. These are referred to as underserved areas. So then it became a geographic, economic and digital divide. As the push for broadband evolved, as the FCC, cities, states, and our own California became more involved in policy and public awareness, I realized that the divide is a geographic, economic, racial, social justice, and digital divide. Today, not having access to the tools, the connectivity, the resources to participate fully in our increasingly digital and virtual culture, is a form of exclusion. It is a “locked-out” form of denying equitable participation in our democracy.

I’m going to come back to much of what you just said to explore it a bit more fully, but want to step back a bit for a moment. You mentioned your lifelong interest in this topic. Was there any one personal incident/experience that initially drew you into becoming an advocate for Internet access?

Yes: education and distance learning, I am a pioneer in that arena. When I left my home in New York City to come here for one year to help kickstart distance learning at the new university—California State University, Monterey Bay—it had written a vision statement (summarized here) that included “serving the most underrepresented people in our region and to use technology as a catalyst to transform people’s lives.” So I left my work in lifelong learning and as a Communications professor working with underrepresented urban residents, to pick up the banner, so to speak, of underrepresented farm and hospitality workers in this region.

Sounds like a great example of the “follow your heart” idea. What has been most encouraging to you during all those years of activism on this issue?

I’ve been really fortunate in that I’ve had an amazing, fulfilling career that encompasses the education, business, and non-profit arenas. I did my graduate work in the 1970s on the Impact of Communications Technology on Culture—with the launch of the first communications satellites (1976) and its applications for interactive videoconferencing for education. This was the “beginning of modern distance learning”—as opposed to radio, one-way broadcast TV, and snail-mail usages previously. So participating in and watching how education, business, and nonprofits—particularly in the arts—began and continue to use technology and connectivity is especially heartwarming—though not without lingering issues. Moreover, I began working with one nonprofit [Loaves, Fishes & Computers] that focuses on computer refurbishing and digital literacy for underrepresented communities, and this, too, has been very fulfilling. I am Chair Emerita for it, and continue to envision its future and how we can assist for 11 years now. Also fulfilling.

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


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