Ben here with three Qs under the wire...

1. I wonder how damaging the examples of the three vignettes are supposed to be in Warchauer's view? They certainly demonstrate the idea expressed elsewhere (e.g., on page 146 about the crucial factor of having a "strong local teacher" to familiarize students with ICTs) that it isn't as simple as throwing machines at people. But even the UK example has a silver lining because the runners-up in the contest managed to get some good results out of their technological philanthropy.

2. The way literacy is determined in society seems grounded more in economics than culture, even though both rely on literacy. Will computer literacy be even more grounded in economics as opposed to culture? What would that mean for considerations of social inclusion/justice?

3. Given the reality of a place like Egypt with 54% literacy (and far less computer literacy), what is it practical to hope to accomplish in just five years? Even ten years, or twenty? The problems of many countries seem dramatically intractable. I wonder what the fastest paths from "developing" to "developed" have been, historically speaking? Japan's industrialization?

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