►
From YouTube: Digital Destiny: Learning
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
A
few
people
who
are
here,
though,
that
are
important
to
recognize
we
have
karen
graf,
is
here
and
karen's.
The
allenton
cu
is
part
of
the
alexandria
school
board,
and
can
you
want
to
step
and
say
hello
appreciate
you
being
here
karen
lisa
guernsey
is
here
she's
the
director
deputy
director
of
education
policy
for
a
new
american
foundation,
he's
co-authored
a
book
called
tap
click
and
read
so
we
thank
you.
A
I
want
to
thank
my
boss.
Mark
schwartz
is
here
someplace.
I
saw
him
there.
He
is
all
right
he's
here
and
also
diane
crash
for
co-sponsoring
this
with
me
tonight,
and
I
really
appreciate
it.
So
I'm
not
going
to
spend
too
much
time
talking.
I
want
to
get
to
the
discussion,
but
we're
entering
an
age
of
extraordinary
times,
exponential
growth
and
technology.
A
A
C
Thank
you,
so
much
jack
and
I'll
be
I'll,
be
really
quick.
It's
it's
great
to
be
here
to
see
you
all
I
got
to
be
here
for
the
it
was
actually
not
in
this
building.
It
was
in
a
different
library.
Thank
you
very
much
to
our
libraries
to
do
the
first
digital
destiny,
and
I
think
these
conversations
are
so
important.
I've
been
hosting
a
series
of
book
clubs
and
I
was
thinking
you
know
I
was
on
the
school
board
for
15
years,
so
this
particular
issue
was
really
important
to
me.
C
I
think
it's
important
to
all
of
us
and
it's
wonderful.
We
have
tanya
talento
here
our
newest
school
board,
member,
which
is
great,
and
I
the
the
book
that
I
first
started
with,
was
called
brain
rules,
and
that
was
actually
how
we
learn
and
it
was
you
know
examining.
How
does
the?
How
does
how
do
humans
work,
and
I
think
that's
what
we're
going
to
talk
about
here
and
how
does
it
intersects
with
technology?
C
One
of
the
things
I
realized
when
I
read
that
book
is
how
much
these
little
devices
meet
most
of
the
brain
rules
but,
of
course
not
all
of
them,
because
we're
still
social
animals
we
need
to
talk.
We
need
to
be
together,
there's
a
whole
balance
here
between
technology
and
learning,
and
I
am
really
looking
forward
to
the
discussion
and
I'm
looking
forward
to
learning
some
things
myself
and
getting
some
insights
from
our
panelists
from
questions
here
and
then
their
folks
at
home.
I
think
who
may
be
sending
in
some
questions
online
as
well.
D
D
It's
a
key
driver
of
why
people
move
to
our
county
because
of
the
opportunities
that
are
available
in
public
schools.
Our
community
colleges,
the
local
universities
that
are
a
part
of
our
consortium
of
educational
opportunities
for
adults
and
even
our
programs
for
lifelong
learners.
It's
a
key
reason
why
people
want
to
be
here
and,
as
we
think,
about
kind
of
how
education
at
all
of
those
levels
has
changed.
It's
been
quite
remarkable
and
that's
where
my
experience
as
a
parent
comes
into
play.
D
Now
she
can
come
home.
The
worksheet
is
not
static.
It's
dynamic!
It
can
be
populated
with
lots
of
different
questions
or
lots
of
different
problems.
Those
can
be
changed
almost
in
an
instant
and
in
fact
they
can
be
adapted
to
her
her
own
learning
style
and
the
rate
at
which
that
she's
absorbing
the
information.
D
It's
dramatically
changed
the
ability
to
extend
classroom
learning
for
her
and
when
we
think
about
digital
technology
writ
large,
it
becomes
even
more
remarkable
this
this
meeting
itself.
How
would
it
have
worked
a
few
years
ago?
You
would
have
seen
a
flyer,
perhaps
in
this
library,
perhaps
in
another
civic
building
or
perhaps,
if
you're
part
of
a
connected
civic
institution,
there
would
have
been
a
blurb
in
the
newsletter,
and
maybe
you
would
have
decided
to
come,
or
maybe
you
just
would
have
happened
by,
but
today
all
of
that
can
take
place
digitally.
D
It's
amazing
to
think
how
far
we've
come
with
the
availability
of
offerings
and
and
the
prospects
for
education
are
just
mind-boggling.
And
I
think
it's
just
terrific
that
we
can
engage
together
to
discuss
what
the
future
might
bring,
get
a
sense
of
some
of
the
opportunities
and
really
play
a
part
in
shaping
arlington's
digital
destiny.
E
Thank
you
very
much.
I
appreciate
everybody
being
here.
I
want
to
point
out
as
we're
getting
started
into
the
nuts
and
bolts
of
this
event,
a
couple
of
things
one
as
we
had
mentioned
before
it
is
being
streamed,
which
is
absolutely
fabulous.
So
there
is
an
at-home
audience
who
can
not
only
watch,
but
they
can
also
participate
in
one
of
the
breakout
sessions
that
we'll
be
doing,
but
it
also
means
that
one
you're
okay
with
being
on
video
and
also
that
we
have
a
hard
stop.
E
So
we
have
a
hard
stop
at
8
30
so
that
those
people
who
are
at
home
will
have
the
opportunity.
So
I
wanted
to
make
sure
everybody
was
aware
of
that.
So
we're
talking
about
learning-
and
I
want
to
also
put
this
in
a
sense
of
context
that
oh,
I
I'm
I
actually
am
I'm
miked.
I
want
to
put
this
in
a
context
that
we
are
talking
about
learning
and
we're
not
just
talking
about
k
through
12..
E
As
christian
was
talking
about
we're
talking
about
lifelong
learning,
we
use
the
phrase
k
through
gray
and
what
that
means
is
we're
talking
about
not
only
higher
education
and
k-12,
but
also
those
adult
learners.
Those
people
who
are
coming
back
into
the
workforce,
those
people
who
might
be
looking
to
take
an
art
class
or
something
there's
so
many
different
aspects
of
education
and
as
part
of
arlington
county,
is
our
responsibility
to
look
out
for
all
of
them.
The
other
thing
I
wanted
to
point
out.
E
We
were
talking
about
the
future,
so
there's
been
a
lot
of
top
talk
of
education
in
the
news
in
the
media.
Recently
we're
talking
about
20
years
out
from
now
we're
talking
about
what
are
things
going
to
hap?
What's
going
to
happen,
what
we've
done
is
is
very
exciting.
I
want
to
introduce
to
you
a
very
brief
video.
A
H
Learning
about
different
technologies
that
we
can
bring
into
classrooms
or
we
can
bring
into
schools
in
order
to
help
students
be
more
successful
and
plan
for
the
future,
because
we
don't
even
know
what's
going
to
happen.
You
know
later
down
the
line,
and
so
really
it's
a
very
exciting
time.
I
think
for
us
in
education.
I
J
Oh,
that's
the
part
that
we
try
and
help
people
with,
because
we
have
a
lot
of
resources
that
people
can
use.
There's
library,
press
display,
which
has
a
lot
of
newspapers
the
current
day,
so
they
have
access
to
them
from
home
any
day
that
they
want
to
look
at.
They
can
use
them
or
if
they
want
to
do
research.
G
F
J
It's
really
tricky
because
obviously
people
are
interested
in
hearing
what
their
friends
and
neighbors
are
passing
around,
but
you
just
need
to
make
sure
that
you
know
whether
it's
news
or
not,
and
I
think
that's
why
it
is
really
important
to
make
sure
that
you're
using
like
a
paid
service
like
looking
at
the
washington
post
or
another
newspaper
in
new
york
times.
So
if
you
can't
afford
your
own
subscription,
you
can
go
ahead
and
use
it
for
the
library
or
your
school
to
make
sure
you
know
what
paid
outlets
are
doing.
L
L
E
E
E
And
we
need
to
think
about
these
things
so
that,
as
a
county,
we
can
help
in
deciding
where
we
think
we
want
to
go.
What's
also
really
important,
there's
a
lot
of
fabulous
people
within
arlington,
a
lot
of
people
who
have
professional
experience
and
have
personal
experience
around
the
topic
of
learning
and
we're
trying
to
tap
into
that
and
hear
from
people
and
hear
from
people's
ideas.
E
So
what
I'd
like
to
do
is
I'd
like
to
introduce
the
facilitators
who
are
helping
us
go
through
this,
so
we're
lucky
enough
to
have
diane
crush
from
the
director
of
libraries,
susannah
spelman,
who
is
a
director
of
ucan
and
internet2
school
board,
member
tanya
talento,
howard
feldstein,
who
is
director
of
the
arlington
employment
center
and
steve
kinney?
Who
is
a
vp
with
gartner?
E
M
Can
you
can
you
hear
me
it's
great
to
see
so
many
familiar
faces?
I
see
a
colleague
from
many
many
years
at
the
library
of
congress,
so
it's
great.
Whenever
I
look
forward,
I
always
have
to
look
back
first,
so
I'm
going
to
bring
us
back
to
1731
and
benjamin
franklin
who
started
the
first
public
library
and
really
basically
began
the
foundational
aspects
of
free
and
open
access
to
information
that
we
enjoy.
M
So
from
ben
franklin,
we'll
skip
ahead
about
150
years
to
scottish
immigrant
andrew
carnegie,
who
built
some
2500
to
3
000
libraries
because
he
believed,
as
a
self-made
millionaire,
he
had
an
obligation
to
share
his
wealth
with
others.
So,
in
the
latter
part
of
his
life,
he
was
known
for
his
philanthropy.
M
It's
the
that
used
to
be
part
of
the
dc
public
library,
but
it's
in
that
pen
quarter
area
and
in
a
simple
twist
of
fate
in
about
a
year,
it's
going
to
be
a
flagship
apple
store
so
again
linking
linking
knowledge
and
the
capture
of
knowledge
with
technology,
which
is
our,
which
is
our
topic
for
this
evening,
to
build
on
a
couple
of
things
that
christian
was
saying.
I
I've
been
in
the
library
profession
for
slightly
more
than
40
years.
M
I
got
my
library
degree
in
1909,
so
clearly
things
have
changed
and
I
remember
card
catalogs
and
libraries
were
in
the
vanguard
of
institutions
of
learning
that
were
taking
the
technology
that
was
available
and
improving
access
to
information.
So
we
went
from
catalogs
to
online
resources.
We
threw
in
microfilming
so
that
we
could
could
preserve
newspapers,
and
now
we
digitize
we
had
ebooks.
M
M
We
believe
that
our
role
in
the
community
is
to
take
our
resources
to
where
the
patrons
are,
and
so
this
past
year
we've
experimented
with
a
pop-up
library
in
crystal
city,
which
is
doing
quite
well.
We
also
have
been
working
with
experts
in
the
community
to
have
maker
nights.
I
don't
know
if
you're
familiar
with
the
maker
maker
movement,
but
that's
where
bunches
of
people
arrive
in
the
library
with
piles
of
stuff
and
make
things
and
it
can
be
as
low-tech
as
legos
or
it
can
be.
High
tech
is
building
computers
with
arduino.
M
N
Hi
there,
my
name
is
susannah
spellman,
I'm
the
executive
director
of
the
united
states,
unified
community
anchor
network,
otherwise
known
as
usucan.
It's
a
part
of
internet2
internet2.
For
those
of
you
who
don't
know
is
a
non-profit
organization
that
owns
and
operates
a
nationwide
telecommunications
backbone.
That's
solely
focused
on
education,
research.
N
N
In
fact,
through
connect
arlington,
the
schools
and
libraries
will
have
access
to
internet
too
through
maria,
which
is
the
research
and
education
network
out
of
virginia
through
its
relationship
with
virginia
tech.
So,
on
the
other
side,
I
come
from
the
high
tech
side,
less
touch
but
more
high
tech
as
compared
to
what
diane
talked
about.
N
20
years
ago,
there's
been
things
like
moocs,
the
massively
open
online
courses
that
are
available.
These
are
college
courses
that
are
available
online
for
free.
They
don't
come
with
credit,
although
they're
working
on
that,
but
they
are
available
for
anyone
to
access
and
they
come
in
a
range
of
topics
from
engineering
to
literature
and
classics.
N
There's
also
new
technology
paradigms
that
are
going
on
in
the
classroom
called
the
flipped
classroom.
That
is
where
students
are
told
to
go
and
learn
on
their
own,
usually
checking
on
the
ipad
to
learn
about.
You
know,
read
an
article
or
do
a
little
online
learning
course,
but
then
to
come
to
the
classroom
prepared
to
talk.
N
So
it's
more
of
an
interactive
dialogue
with
the
teacher
versus
the
wrote
just
teacher
talking
to
the
student
and
it's
putting
a
lot
of
the
ownership
on
the
student
for
learning,
but
the
best
way
that
that
teacher
that
student
has
been
able
to
learn
generally
is
through
technology.
As
we
all
know,
kids
can't
do
anything
without
a
live
without
an
ipad
or
a
computer,
et
cetera.
N
Also,
one
of
the
very
interesting
learning
paradigms
that
are
coming
out.
There
are
using
online
gaming
like
minecraft
to
help
teach
early
primers
in
in
computer
science
and
also
virtual
reality,
and
these
are
all
going
to
require
a
lot
of
bandwidth.
Massive
amounts
of
bandwidth
that
traditional
telecommunication
networks
are
just
starting
to
be
able
to
deliver,
including
the
one
that
arlington
county
has
started
to
put
together
future.
N
Another
item
in
the
future
in
learning
is
social
networking
and
being
able
to
go
onto
an
online
classroom
with
other
students
from
across
the
world,
either
at
the
k-12
level
or
at
the
gray
level.
But,
as
we
all
know,
the
environment
isn't
perfect.
A
lot
of
high
tech
means
a
lot
of
low
people,
touch
and
less
interaction
with
others.
And
what
does
that
mean
for
how
students
learn?
Will
they
be
able
to
learn
in
the
traditional
manners,
as
well
as
in
the
non-traditional
manner,
which
is
the
emerging
education
manner?
O
Good
evening
my
name
is
tony
tolento.
I
am
the
arlington
county,
the
newest
artisan
county
school
board.
Member
and
tonight
we're
going
to
be
discussing
gone,
are
the
barriers
to
knowledge,
and
so
what
my
topic
is
going
to
cover
is
even
as
technology
becomes
more
affordable
and
internet
access
seems
increasingly
ubiquitous.
A
digital
divide
between
rich
and
poor
remains.
The
rich
and
educated
are
still
more
likely
than
others
to
have
good
access
to
digital
resources.
O
The
digital
divide
has
especially
far-reaching
consequences
when
it
comes
to
education
for
children,
inaccurate
access
to
technology
can
hinder
them
from
learning
the
tech
skills
that
are
crucial
to
success
in
today's
economy.
For
adults,
lack
of
access
can
prevent
learning
new
skills
necessary
for
a
job
or
even
applying
for
a
job.
O
What
should
happen
to
break
this
divide,
and
so
I
chose
to
facilitate
this
topic
because
I
remember
being
a
child
in
dc
and
my
sister
won
a
set
of
encyclopedias,
so
we
had
a
set
of
britannic
encyclopedias
in
her
house,
and
it
wasn't
until
later
that
I
realized
that
was
my
library.
That
was
my
knowledge
base.
O
We
were
low-income
family
and
I
don't
know
what
we
would
have
done
if
I
didn't
have
access
to
those
in
my
house
when
I
was
living
in
dc,
I
don't
recall
of
a
library
being
within
walking
distance
and
we
all
took
public
transportation.
How
would
we
have
gotten
there?
What
would
it
that
have
done
for
my
education
if
my
sister
hadn't
won
those
encyclopedia
sets?
So
what's
going
to
happen
10
years
from
now,
when
wi-fi
is
accessible
to
everybody
in
our
community,
but
now
what
is
that
divide?
O
Are
the
people
with
wealth
able
to
purchase
a
faster
internet
speed?
Will
they
have
access
to
higher
quality
information
sites?
What
kind
of
how
will
that
affect
your
news
media?
How
will
that
affect
your
education
source?
What
kind
of
tutorials
we
get
online
will?
Just
because
we
have
free
public
wi-fi?
Will
that
mean
that
you
can
access
it
in
your
home
with
or
without
a
device?
Will
our
students
be
going
to
libraries
who
are
low
income,
while
our
students,
who
are
high
income,
have
it
all
over
in
every
part
of
their
home
it?
O
P
Hi,
I'm
howard
feldstein
and
I'm
the
director
of
the
arlington
employment
center
and
my
topic
is
gone-
are
the
days
where
access
to
the
internet
was
an
issue.
But
before
I
talk
about
my
topic,
I'm
going
to
do
a
plug
for
where
I
work.
If
any
of
you
out,
there
are
looking
for
employment,
conducting
a
job
search
or,
if
you're,
an
employer
looking
for
qualified
employees.
P
P
In
addition,
we
have
google
youtube
the
ubiquitous
twitter
and
other
social
networking
platforms,
all
which
present
an
educational
environment
for
you
or
information
that
can
be
used
for
education,
but
let's
not
confuse
access
with
learning,
because
we
really
have
to
look
at
this
wealth
of
information.
That's
coming
at
us
every
evening
or
every
morning,
what
is
really
valid
for
learning
purposes,
not
only
the
topics
that
are
structured
for
education,
but
the
general
information
that
comes
at
us.
How
do
we?
My
question
is:
how
do
we
best
use
this
information
for
learning?
P
Q
Okay
well
good
evening,
my
name
is
steve.
Kenny
I
came
from
a
company
called
gartner.
Gartner
is
the
world's
largest
I.t
research
and
advisory
company.
We
don't
make
anything,
nothing
hard
hardware,
software,
we
produce
research,
objective,
research
and
everything
that
we
produce
goes
through
an
ombudsman,
a
third
party.
So
we
don't
have
a
dog
in
the
fight
I'm
objective
and
our
aim
is
to
come
in
and
ask
those
difficult
questions.
Q
Q
E
So
I'm
very
excited
to
have
her,
so
you
you've
met
the
panelists
I'll.
Have
them
go
down
to
their
areas
now
so
the
way
this
is
going
to
work?
It's
called
it's
a
lightning
breakout,
so
it's
fast
not
furious,
but
fast.
We
are
going
to
be
asking
two
questions.
John
go
ahead.
Okay,
you
we're
going
to
be
asking
two
questions
about
each
one
of
the
topics
we
are
going
to
spend
about
10
minutes
on
each
one
of
the
questions
very
simple
questions.
E
Once
we
go
through
the
two
we're
going
to
then
start
talking
about
what
are
the
challenges
to
making
those
top
two
ideas
a
reality
and
we'll
spend
eight
minutes
talking
about
the
challenges
related
to
those
ideas
and
then
we're
going
to
pick
the
top
two
and
then,
after
that,
as
a
group,
we
were
going
to
share
out
and
discuss
what
we've
discussed.
So
it's
going
to
happen
really
quickly.
The
idea
is
not
to
delve
too
far
into
all
these
great
things.
E
E
Q
Just
breaking
it
out
and
going
to
our
groups
I'll
start
talking
to
you
about
some
of
the
comments.
Thank
you
for
the
compliments
to
the
to
the
library
and
to
the
students.
That
was
a
great
video
I
really
enjoyed
watching
it.
So
let's
have
a
discussion.
Then
we've
got
the
four
questions
that
we're
going
to
talk
about.
Q
Does
anybody
want
online
want
to
kick
off
and
talk
to
one
of
the
things
that
pops
out
most
to
them
as
the
groups
go
around
in
the
background,
you'll
hear
the
noise,
but
you'll
just
be
able
to
hear
me
primarily.
I
see
some
of
the
comments
that
are
coming
in
so
adam.
Thank
you
for
your
compliments
to
the
students
and
to
the
career
service
as
well,
pat
good,
to
see
you
online.
What
are
we
thinking
right
now
in
terms
of
these
questions?
Q
Q
We've
already
had
legal
concerns
about
access
to
digital
information,
the
sharing
of
digital
information,
there's
anime,
there's
actual
physical
machines
that
are
now
connected
drones,
for
example,
both
with
telescopic
lenses
as
well
as
the
internet
connectivity.
They
can
pass
information.
Are
there
any
privacy,
social,
legal,
ethical
morals
that
present
red
flags
to
you?
Q
I'm
looking
online
at
who
we've
got
our
pat
hello.
There
we've
got
jenny,
welcome
jenny.
Thank
you
for
the
compliments
matthew
good
to
see
you
too,
actually,
two
matthews
jenna.
Thank
you
for
the
adam.
You
were
saying
thanks
for
the
great
streaming,
for
those
of
us
couldn't
make
it
to
the
central
library,
but
you
know
here's
an
example.
Q
Exactly
of
what
the
the
digital
divide
can
do,
we
can
make
and
bring
into
your
own
onto
your
own
laptops,
a
discussion
and
a
moderated
discussion
if
you
like
that,
provides
value
to
you
and
that
you
don't
have
to
actually
be
here.
You
know
in
the
future,
it's
quite
possible.
I
think
that
actually,
the
only
people
in
this
room
will
actually
be
the
moderators
and
the
rest
of
us
won't
even
come
here
anymore.
We
can
even
beam
ourselves
in
virtually.
Q
Do
you
remember
the
star
wars,
the
3d
holograms
princess
leia,
coming
out
of
r2d2?
I
think
it
was.
You
know
how.
How
credible
is
that
for
the
future
that
we
could
see
pat's
3d
image
here
so
around
the
room,
we're
broken
into
groups?
Each
group
is
examining
a
question
with
a
moderator
and
their
task
has
been
to
give
out
or
give
it
in
as
many
ideas
and
solutions
to
the
questions
that
they're
having
as
possible.
Q
We're
going
to
take
these
questions
and
then
the
answers
and
the
ideas
that
have
been
suggested
tonight,
we'll
take
them
back
subsequently,
have
some
meetings
we'll
look
at
what
we
said.
We
are
undoubtedly
going
to
see
some
elements
that
we've
not
come
across
before
we
will
be
confirmed
in
some
areas.
We
talked
about
principles
that
we
think
we'll
have,
and
some
of
the
ideas
will
confirm
those
principles.
But
I'd
be
very
surprised
tonight.
Q
If
around
this
room
because
the
demographics
is,
we
have
some
school
kids
here
to
some
to
some
in
the
retirement
community.
Thank
you
awesome.
So
I'd
be
really
surprised
if
we
didn't
have
some
strange
things
so,
looking
at
the
pregnancy,
then
elka
the
dependence
on
technology
as
a
society
and
entirely
losing
skills.
So
there
is
a
a
concern
from
elka
that,
as
we
depend
on
our
technology,
to
do
things
for
us
our
actual
motor
skills,
perhaps
or
our
physical
skills
could
start
to
denude.
Q
That
has
all
sorts
of
implications
right.
If
we
stop
doing
things,
we
become
less
fit
so
could
the
actual
digital
divide?
The
digital
revolution
cause
us
to
be
less
fit
lane.
Considering
we
talk
about
social
interaction
between
young
children
in
school.
How
can
the
digital
education
help
with
social
interactions
for
young
children?
Q
Well,
my
kids
have
grown
up
they're
in
the
20s,
but
I
still
see
when
I
go
to
the
supermarket,
or
I
still
see
when
I
go
to
museums,
three-year-olds
in
push
chairs
with
ipads
in
front
of
them
now
and
they're,
actually
connecting
I'm
barely
keeping
up
with
the
local,
the
latest
social
networks
and
as
soon
as
I
get
there,
my
kids
move
on.
They
want
to
move
on
ahead
of
where
we
are
this
generation.
Q
So
my
sense
is
that
it's
the
kids
themselves,
who
will
be
the
on
the
bleeding
edge
of
this
subject?
I
was
at
a
talk
last
year
and
there
was
an
interesting
comment
from
a
fairly
seasoned
government
official
and
he
said
you
all
have
coaches
life
coaches.
It
might
be
a
mentor,
a
brother,
a
sister,
an
uncle
and
a
grandma
who's,
your
digital
coach,
and
how
old
is
your
digital
coach?
Q
Now
we
think
of
coaches
and
mentors
of
being,
you
know
fairly
seasoned
in
their
ages.
But
surely
should
our
digital
coach
not
be
a
15
year
old
so
that
we're
not
left
in
the
digital
dust
there's
one
to
consider.
So
we
should
be
talking-
and
I
do
to
my
kids-
I
said:
don't
leave
me
in
the
digital
dutch-
tell
me
about
what's
happening
out
there
before
I
see
it
jenny.
Thank
you
for
your
comment.
Q
Q
However,
I
think
what
you'll
see
in
the
room
tonight
is
that
it's
count
is
like
arlington's
job
to
level
the
playing
field
by
making
the
access
to
the
technologies,
whether
it
be
the
wi-fi
or
something
yet
to
be
developed.
That
gives
us
a
leveling
function
and
arlington
county's
job
is
to
look
at
citizen
access
into
the
digital
divide
and
to
bring
a
level
common
playing
field.
So
jenny,
I
think,
you're
right.
Q
You
know
we
don't
want
to
further
disadvantage
part
of
the
community
because
they
can't
afford
it,
but
I
also
perhaps
see
it
as
an
opportunity
to
give
those
who
are
disadvantaged
a
leg
up.
We
even
talked
about
building
digital,
so
as
we
build
houses
as
we
build
apartment
blocks
as
we
build
businesses,
we
build
digital
access
into
it.
So
when
you
buy
it,
you've
already
got
it,
you
don't
have
to
continue
to
pay
for
it.
So
jenny.
Thank
you
very
much
for
that.
Now
todd
try
to
find
someone
who
can
read
a
map.
Q
I
know
how
to
use
the
map
in
compass,
but
I
use
google
maps
to
get
everywhere.
Well,
you're
right.
So
do
I
in
fact
I
used
it
to
get
here
today,
but
is
that
a
bad
thing
and
in
the
days
of
maps
you
know
sort
of
go
on?
I
I
go
back
to
one
of
the
star
trek
movies
that
I
watched
where
bones,
and
I
think
it
was
captain
spock.
Q
They
they
beamed
into
a
hospital
to
to
go
and
rescue
one
of
the
crew
members
who
had
been
injured
there
and
burns
walks
through
the
door,
and
he
goes
these
barbarians,
because
this
guy's
in
intensive
care
and,
of
course,
bones
just
walks
up
with
his
little
metal
thing
and
does
this
and
the
guy
wakes
up
and
gets
out
of
bed
and
walks
away
the
the
difference
between
where
we
are
and
where
we're
going
to,
we
shouldn't
be
afraid
of.
In
the
same
way,
we
left
blackboards
behind
and
chalk.
Q
In
the
same
way
we
left
tablets
behind
and
chisels,
should
we
be
afraid
about
losing
paper
copies
of
maps
behind?
Sometimes
we
just
have
to
let
go
to
increase
the
speed
to
where
we're
going
to
go
to.
But
I
get
your
point
todd.
But
when
I
was
a
kid,
my
parents,
in
their
glove
compartment,
had
maps
right,
you'd
open
the
glove
compartment.
There
would
be
maps
in
there.
Let
me
ask
you
online
how
many
of
you
got
maps
in
your
glove
compartment?
Q
I
suspect
you've
already
given
up
on
the
hard
copy
maps
that
you
put
in
there
todd.
Sorry,
I'm
just
going
to
jump
back
down.
Keep
these
questions
coming
guys.
These
are
great
I'll.
Come
back
at
me
with
some
of
the
things
that
I'm
saying
il
elker
again
how
how
much
tougher
is
it
to
differentiate
the
truth
from
false
information
out
there?
Q
Well,
is
it
any
different
today
than
it
was
in
benjamin
franklin's
times
when
it
took
three
months,
for
example,
for
a
piece
of
information
to
come
across
the
atlantic
to
what
was
then
the
colonies
and
you've
got
a
british
speaking
here
and
oftentimes?
It
wasn't
necessarily
the
the
truth
that
came
across
on
those
merchant
ships
that
came
to
philadelphia.
The
official
truth
may
have
landed
second.
So
what
is
the
truth?
Q
I
listened
to
a
quote
from
a
gen
general
a
couple
of
years
ago,
and
he
said
the
truth
is
the
first
person
on
tv
who
speaks
the
loudest
now.
Some
of
our
colleagues
here
said
that
you
know
it's
our
job
to
make
sure
that
we
do
due
diligence.
We
look
at
recognized.
Articles
recognize
periodicals
and
we
do
our
due
diligence,
but
in
the
social
media
it's
speed
is
what
happens.
Isn't
it?
We
read
things
and
we
pass
it
on.
We
forward
it
to
a
friends.
Q
Q
Let's
see
what
else
is
coming
in?
Thank
you
for
these
guys.
These
are
great
questions.
So
come
up
back
at
me
at
some
of
the
stuff
I'm
saying
jenny,
you
said
that
letting
go
of
the
paper
copies
of
the
maps
and
then
getting
satellites
and
then
aging
staple
satellites
stopped
working
yeah.
We
could
worry
about
technology,
stopping
working.
Q
Q
Never
right
because
the
technology
of
the
steering
wheel
on
a
car
is
so
assured
that
it
won't
happen
that
we
just
don't
think
about
it
anymore.
Well,
now
we're
manufacturing
satellites
we're
manufacturing
the
digital
equipment
that
it's
reliability,
not
only
against
wear
and
tear,
but
against
failure
and
having
backup
systems
is
so
more
powerful
than
what
it
used
to
be
that
we
won't
worry
about
the
steering
wheel
coming
off
in
the
car
anymore.
Q
But
I
take
your
point:
what,
if
it
does,
if
you
remember
the
gps
system,
the
things
that
powers
all
these
maps
is
the
series
of
satellites
up
there,
they
may
be
not
likely
to
stop
working,
they
may
be
likely
to
be
shot
down
if
we
move
warfare,
for
example,
to
space
and
that's
another
consideration
about
our
technology.
Our
technology
now
is
sometimes
outside
of
the
earth.
Q
Q
Will
there
be
a
system
lane
hi?
How
are
you
will
there
be
a
system
of
governing
the
internet
of
oh?
This
is
a
good
one.
I
love
this
one.
Will
there
be
a
system
of
governing
the
internet
or
digital
information,
because
fake
news
keeps
misleading
us?
Well,
how
do
we
govern
freedom
and
it's
it's
one
of
the
oldest
arguments.
It
goes
back
to
america's
founding
the
the
freedom
of
the
press,
the
enshrined
in
the
constitution.
Q
Do
you
really
want
to
govern
in
any
way
the
ability
of
people
to
say
things,
or
will
the
social
communities
themselves
just
walk
away
from
sources
of
information
that
are
found
out
subsequently
to
be
untrue?
So
let
me
give
you
an
example:
if
you
bought
a
periodical
and
newspaper
and
over
a
period
of
four
months,
you
started
to
realize
that
four
out
of
five
stories
in
that
newspaper
were
not
true.
My
sense
is
you'd,
walk
away
from
that
one
and
you'd
look
for
one
that
has
a
better
assurity
value.
Q
Q
Q
I
think
you
could
you
could
be
right,
but
once
then
again
I'd
go
back
to
and
I
have
read
in
these
periodicals
what
I
thought
was
a
news
piece
and
then
you
look-
and
you
find
this-
is
an
advertisement
right,
written
down
in
the
bottom
corner
and
there's
there's
credible
people
that
are
writing
these
once
again.
I
think
it
would
be
up
to
you
and
I
to
walk
away
from
these
types
of
either
social
outlets,
social
media
outlets
or
the
physical
outlets
such
as
the
newspapers
or
the
periodicals.
Q
Q
Looking
down
lane,
thank
you
lane
says
this
discussion
is
an
example
of
our
digital
destiny,
since
I'm
at
home,
washing
dishes
and
making
dinner
you're
still
able
to
interact,
and
you
love
this
awesome,
except.
Why
are
you
doing
it?
Why
isn't
the
robot
doing
it
right?
Why
isn't
this
robot
coming
around
and
picking
stuff
up?
How
far
away
away
from
robots
in
the
home
coming
around
and
just
doing
this
stuff
for
you?
They
know,
surely
we're
not
that
far.
Q
I
saw
on
the
tv
the
other
day
that
in
the
united
kingdom
it's
the
it's
an
anniversary
of
the
first
robot
and
there's
a
museum
there.
That's
got
all
these
robots
lined
up
as
to
what
was
done
and
if
you
look
at
the
first
one
to
what's
actually
being
delivered
today,
the
honda,
for
example,
the
one
that
can
crouch
and
walk
and
lift
and
go
upstairs.
These
things
have
got
incredible
potential.
So
why
are
you
doing
the
dishes?
Q
Get
a
robot
come
on,
get
a
life
on
us,
one
of
the
biggest
barriers
to
making
your
top
two
ideas
a
reality.
So
our
top
two
ideas
are
that
the
information
governance
and
the
internet,
true
and
false-
do
we
need
to
sort
it
out
and
the
other
one
is
the
impact
when
tech
technology
breaks.
What's
the
biggest
barriers
to
to
solving
this,
so
come
back
with
your
answers
on
that.
So,
let's
start
off.
First
with
you
know,
how
can
we
solve
true
and
false
information?
Do
we
need
governance
bodies
put
in
place?
Q
Do
we
need
the
information
police,
for
example,
to
now
be
coming
out
and
vetting
what's
gone?
Is
that
what
we're
looking
for?
So
how
do
we
solve
if
it
is
a
problem,
and
we
believe
it
is,
and
lord
knows,
in
the
last
four
months,
we've
seen
a
lot
of
false
news
right
or
we
think
we've
seen
false
news.
What's
the
solution
to
that?
So
what
do
you
say
online
come
up.
The
digital
revolution
creates
new
jobs
on
more
entrepreneurs.
Yes,
it
does
leon
you're
right
and
that's
what
should
happen.
Q
It's
those
that
my
fear
from
a
technologist's
perspective
is
that
if
we,
if
we
want
to
anchor
ourselves
to
the
present,
we
will
never
move
on
to
the
future.
So
you
don't
get
chapter
seven
in
a
book
by
rereading
chapter
six,
you
just
have
to
keep
going
now.
We've
already
seen
in
things
like
traditional
engineering
companies,
mining
companies
for
coal,
for
example,
steel,
the
products
and
that
they're
producing
are
no
longer
required
in
the
volume
that
they
were
yet
in
certain
areas
of
this
country
and
in
certain
areas
in
europe
and
other
countries.
Q
We're
still
trying
to
maintain
that
infrastructure
actually
for
a
market
that
doesn't
exist
instead
of
taking
charge
and
retraining
the
workforce
for
what
the
future
is,
so
that
we
can
position
in
them,
so
the
biggest
barriers
to
making
our
top
two
ideas
a
reality
come
up
then
guys.
Let's
talk
with
information,
give
me
a
biggest
barrier
for
the
information
police,
true
and
false.
What
are
we
looking
at
there
what's
going
to
either
make
it
good
or
bad?
Where
are
the
barriers
that
you
see?
Q
Elka
thanks,
objective
news
and
media
companies
that
don't
profit
or
lobby
in
any
way
farm
or
are
not
affiliated
or
owned
by
major
corporations?
Now,
there's
an
interesting
one
right
so
in
europe,
a
company
called
sky
virtually
owns
everything
here.
Of
course,
you've
got
the
same,
the
same
oligarchs,
the
time
warners
et
cetera.
So
what
what
elker
is
saying
is
that
we
need
to
divorce
major
corporations
from
the
publication
of
news
articles,
so
they
don't
profit
or
lobby
in
selling.
Q
False
news
is
that
a
regulator
then,
are
we
looking
at
appointing
a
regulator
or
once
again,
are
we
going
to
the
information
police?
Or
would
you
prefer
that
you
know
if
you,
if
you
try
a
banana
and
you
don't
like
it,
you
don't
buy
anymore.
So
in
the
same
way,
if
you
read
a
newspaper
or
a
periodical,
and
you
don't
like
it
or
subsequently
you've
been
it's
understood
that
they
told
lies
and
knowingly
told
lies
to
further
the
profits
of
a
major
corporation.
Q
Would
we
not
just
buy
it
anymore,
so
you
know
where's
the
business
value
for
that
cooperation
in
that,
because
the
profit
margin
would
only
be
it
would
only
last
for
a
short
period
of
time.
I
suspect,
but
you
make
a
great
point.
What
else
have
we
got
guys
keep
coming
in
jenny?
You
said
you
agree
with
elka
that
you
know
this
disassociation
of
media
companies
from
the
truth
is,
is
something
that
you're
looking
at.
So
how
did
they
do
that
in
in
america
and
and
in
europe?
Q
We
have,
for
example,
our
publicly
funded
npr,
the
bbc,
for
example,
where
I
come
from
in
england
and
around
the
world.
There
are
publicly
funded
organizations
who
deal
in
objectivity
and
very
much
like
gartner.
Does
we
don't
have
a
dog
in
the
fight
other
than
to
find
the
truth
and
to
say
the
good
stuff
and
to
say
the
bad
stuff,
because
we
want?
We
need
you
to
make
the
choice.
The
choice
that
you're
making
is
a
social
choice
or
a
purchasing
choice.
Q
Q
I
suspect
that
much
of
it
is
not
true.
I
can't
prove
it,
but
people
still
are
buying
it
and
actually,
if
you
go
back
to
the
american
revolution,
one
of
my
pet
subjects
is
actually
the
american
revolution.
If
you
look
at
what
jefferson
was
doing,
what
adams
was
doing
with
some
of
the
periodicals,
which
they
started
themselves
by
the
way
they
had
printing
presses
right
adams
did,
they
were
basically
printing
their
own
propaganda
or
they
were
paying
people
thomas
payne,
to
print
certain
articles
for
them
so
you're
right.
Q
Q
That's
an
interesting
twist
to
the
story
there,
so
we're
gonna
have
to
wrap
this
up
fairly
shortly
team.
Throw
me
a
couple
more
on
technology.
What
are
the
barriers,
the
tables
coming
together
on
the
floor,
in
fact
we're
gonna
hand
over
the
microphone
now
to
our
moderator
and
she'll
walk
around
when
it's
when
it's
our
turn
to
talk
I'll
talk
to
the
points
you've
made.
Q
A
Q
A
This
is
why
it's
so
extraordinary
a
meeting
like
this.
It's
not
just
community
participants.
Coming.
We
have
members
from
the
school
board.
We
have
members
people
from
alexandria.
We
have
leading
technology
companies.
We
have
universities
they're
all
coming
together
equally
to
talk
about
a
topic
like
this,
so
this
has
been
fantastic.
Thank
you.
So.
E
It
sounds
like
it
seems
like
there's
a
lot
of
energy
in
the
groups
and
I
hope
all
of
the
facilitators
are
happy
with
the
comments.
What
I'd
like
to
do
now
is
go
to
phase
two
of
our
share
of
our
event
and
sharing
out
of
the
things
that
we've
heard
from
the
panelists,
so
I'll
turn
to
diane
first,
and
so.
What
I'm
looking
for
is
your
top
two
ideas
that
y'all
heard
and
your
top
two
barriers
and
then,
if
anybody
wants
to
comment
on
it,
so.
M
Q
M
Of
mixed
in
both
identifying
the
good
things
about
technology
and
the
exciting
things,
as
well
as
some
of
the
some
of
the
challenges
like
not,
everybody
has
access
to
wi-fi
or
broadband
one
of
our
members
talked
about.
Wouldn't
it
be
great
if
arlington
partnered
with
some
rural
communities
to
make
sure
that
they
have
access
to
the
same
tools
that
we
do.
M
Hardware
is
often
a
barrier
children
who
are
in
schools
who
are
in
a
different
income
bracket
and
don't
necessarily
have
the
smartphone,
the
ipad,
the
cable
television
at
home
and
all
the
other
things
that
a
lot
of
other
kids
take
for
granted.
So
how
do
we
leverage
those
resources?
How
do
we
get
over
the
anxiety
of
learning
and
keeping
up
with
technology?
M
The
channel
of
the
talents
of
students
who
are
in
search
of
resume
building
opportunities
or
want
to
do
pro
bono
work
or
like
like
technology
like
to
build
things.
We
do
workshops
here
in
the
library
we
do
tech,
tutoring
one-on-one,
but
we
also
have
students
from
wnl
come
over
and
work
with
people
over
a
certain
age
who
have
new
devices
so
doing
that
more
regularly,
not
just
as
a
special
event,
but
it's
a
it's
a
regular
part
of
the
routine
to
reduce
some
of
the
some
of
the
anxiety
julia.
Am
I
missing
anything?
M
We
have
that.
We
have
that
relationship,
but
if
people
are
spending
time
only
online,
what
does
that
do
for
developing
other
parts
of
who
we
are
as
humans,
both
as
individuals
but
also
individuals
in
relationships
and
communities?
So
sherry
turkle
at
mit
has
done
a
lot
of
work
on
that
over
the
years,
so
it's
not
necessarily
a
barrier,
but
it's
certainly
something
to
be
mindful
of,
as
we
place
a
lot
of
emphasis
on
technology
and
the
good
that
it
brings.
M
S
B
S
Amounts
of
middle
school
and
high
school
and
community
college
students
and
those
who
have
gone
to
college
and
coming
back
that
are
looking
to
give
back,
and
there
are
loads
of
adults
who
are
you
know
they
wish
their
own.
Kid
would
have
the
same.
Passion
as
they
did
would
be
willing
to
share
their
passions
with
the
other
generations
and
kids
who
who
are
willing
to
you,
know
tutor
those
who
aren't
as
familiar
with
technology
there.
So
another
example
is
the
grand
you
know
the
the
grandmother
with
the
grandchild.
That's
where
learning
takes
place
both
ways.
S
It's
it's
leveraging!
Arlington's,
rich,
rich
history
in
you
know
whether
it
was
that
weta
got
its
start
in
arlington
out
of
yorktown
high
school
50
years
ago
I
mean
there's
just
or
or
you
look
at
the
hall
of
fame
on
any
of
these
schools.
We
just
got
to
make
ourselves
an
attractive
enough
community.
Where
we're
sharing
information,
then
you,
then
you
get
the
big
boys
who
are
wanting
to
test
technologies
in
in
the
area
there.
It's
not
rocket
science.
N
Some
of
the
newfangled
technologies
that
are
out
there
virtual
reality,
gaming,
augmented
reality
flipped
classroom,
but
one
of
the
the
two
best
ideas
that
we
came
up
with
were
how
could
technology
and
learning
paradigms
help
integrate
various
learning
groups
and
ages?
So
the
thought
is:
is
taking
some
senior
citizens
and
having
them
being
able
to
teach
to
k-12
kids
and
vice
versa.
How
could
we
integrate
different
cultural
groups
together
within
the
community
as
well,
to
help
to
the
different
groups
learn,
so
the
thought
was
what
kind
of
technology
could
help
with
that?
N
The
other
idea
we
had
was
peer
learning.
So
one
of
the
examples
that
I
just
learned
about
today
is
how
there's
a
youtube
video
series
where
teenagers
are
teaching
other
kids,
how
to
answer
different
algebra
problems
or
calculus
problems,
and
I
thought
that
was
a
great
idea.
Sometimes
learning
from
a
peer
makes
things
a
lot
less
overwhelming,
a
little
more
conducive
to
understanding,
etc.
So
we're
thinking
so
how
could
technology
take
that
even
a
step
further?
N
N
There's
the
balance
of
of
the
in-person
and
electronic
learning,
and
we've
talked
a
lot
about
that,
and
I'm
sure
each
group
has
talked
about
that
lack
of
human
interaction
and
also
just
the
displacement
by
technologies.
What
happens
to
teachers?
What
happens
to
the
school
space?
What
happens
to
you
know
everyone's
talking
about
uber,
you
know
uber
drivers
getting
displacing
the
taxi
drivers
and
then
there's
going
to
be
self-driven
cars
displacing
the
uber
drivers,
so
we
also
have
to
think
about
technology
and
how
it
creates
ripples
of
change
for
good
and
bad.
N
So,
in
terms
of
some
of
the
barriers
to
integrating
various
age
groups,
we
came
up
with
that.
There's
cultural
barriers
and
making
sure
there's
cultural
representations,
representation
among
all
different
groups.
So,
while
the
k-12
learning
space
may
have
10
different
cultural
groups,
for
example,
maybe
the
older
or
elderly
representation
is
only
two
or
three.
How
do
we
fill
in
that
gap
and
make
sure
that
there
is
cultural
representation
across
all
age
groups
and
then
making
sure
that
the
education
is
effective
and
that
the
environment
is
conducive?
N
Just
because
you're,
getting
a
bunch
of
kids
together
with
senior
citizens
doesn't
mean
that
education
has
happened,
doesn't
mean
that
they're
going
to
learn
a
lot
vice
versa
or
whatnot?
So
it's
really
making
sure
that
it's
in
a
conducive
environment,
it's
in
a
way
that
allows
the
student
to
learn
but
also
helps
the
teacher
to
teach.
N
And
then
the
peer-to-peer
learning
the
biggest
issue
we
kind
of
recognize
there
is
vetting
the
actual
educational
resource,
making
sure
that
that
educational
research
is
teaching
the
kid
the
correctly
how
to
answer
that
algebra
problem
and
not
teaching
them
alternative
facts
or
not
or
not,
not
being,
for
example,
a
plug
behind
a
third
party
or
commercial
entity.
Who's
like
I
kind
of
want
to
have
an
indirect
way
of
selling
my
product.
N
One
of
the
other
peer-to-peer
learning
issues
that
is
a
concern
for
now
and
for
the
future
is
the
negative
social
interactions,
the
bullying
that
can
happen
when
you
have,
unfortunately,
kids
in
the
same
space.
Hopefully,
that's
not
as
big
of
an
issue
at
the
senior
citizen
level,
but
we
know
when
you
get
groups
together,
things
happen,
but
one
of
the
things
we
thought
about.
N
I
mean
what
if
there
was
an
augmented
reality
learning
session,
so
kids
could
start
beating
each
other
up
before
you
know
it,
instead
of
just
calling
each
other
names
on
social
media,
so
it's
being
mindful
of
while
peer-to-peer
is,
could
be
very
effective.
It
can
also
go
down
roads
that
are
ineffective
and
socially
and
emotionally
damaging
for
kids.
E
O
I
think
what's
fascinating
is
that
both
of
the
other
groups
touched
on
a
lot
of.
We
touched
a
lot
of
what
we
touched
on,
so
you
might
be
hearing
some
of
the
same
message,
but
one
of
the
two
things
that
we
thought
was
most
fascinating
is
the
access
that
the
idea
is,
everyone
would
have
access
to
the
internet
and
that
because
of
this
access,
it
could
be
an
equalizer.
O
Now
it
won't
matter
where
you
live,
or
whether
your
school
is
a
good
school
or
a
bad
school,
because
you'll
have
access
to
the
best
quality
education
online.
Maybe
your
teacher
is,
you
know
the
top
in
his
or
her
field
and
they're,
educating
you
via
skype
from
china
real
time.
So
what
does
that
mean
in
a
classroom
setting
that
could
be
the
equalizer?
And
then
we
started
talking
about
barriers,
so
I'll
kind
of
go
to
each
one.
The
barrier
for
that
is,
how
do
we
teach
our
families
who
may
not?
O
Who
are
low
income
or
don't
have
that
understanding
of
digital
media?
How
to
access
that
kind
of
high
quality
education,
because
if
we
have
that
out
there,
but
yet
they
don't
know
how
to
access
or
they
don't
understand
that
they
have
access
to
this,
then
we're
increasing
that
divide.
So
what
does
that
mean
as
an
education
system?
What
does
it
mean
in
our
school,
and
so
we
talked
about
maybe
in
the
early
years,
we're
not
introducing
technology
to
them,
rather
we're
teaching
them
in
addition
to
abcs
and
123s
we're
teaching
them.
O
Let's
show
you
how
to
access
quality
education,
let's
show
you
how
to
decide
what
is
quality
education
and
what
is
not
quality
education.
What
is
propaganda
education
as
one
of
our
groups
presented
here
and
what
is
what
we
really
want
to
learn?
What
is
real,
what
is
quality,
so
that
was
one
of
the
barriers
and
then
what
does
it
mean
for
our
teachers?
O
You
know
what
is
their
new
field,
you
know:
do
we
really
want
to
take
away
those
jobs?
Are
they
going
to
become
facilitators
now?
Are
they
really
going
to
be?
Is
the
teaching
education
field
going
to
be
you're?
Now
a
facilitator?
You
have
to
be
a
master
facilitator
on
managing
four
and
five
and
six
and
seven-year-olds
with
this
amazing
instructor
halfway
across
the
world.
How
does
that
view
so
that
was
very,
very
fascinating.
O
You
will
have
to
really
work
together
as
a
community
to
have
this
access
to
education,
because
if
we
don't,
we
are
going
to
increase
the
divides.
If
we
don't
understand
how
the
access
to
this
technology
is
going
to
be
so
prevalent
and
we're
not
using
our
community
resources,
so,
for
instance,
our
libraries
are
now
maybe
data
hubs
they're,
not
a
room
full
of
books,
maybe
there's
a
room
full
of
book
in
the
back
for
historical
purposes,
but
really
you
have
access
to
a
variety
of
different
ways
of
wi-fi
skyping.
You
know
all
of
a
sudden.
O
Our
library
is
100
televisions
with
little
workstations
and
headsets,
or
you
know
virtual
reality.
Programs,
I
mean
it's
just
the
idea
of,
and
that
becomes
your
equalizer
for
the
community
right
and
but
then
what
is
the
challenge
with
that?
How
do
you
access
that
or
how?
How
do
we
manage
that
financially?
What
does
it
mean
for
our
community
and
does?
Is
that
going
to
determine
you
know?
How
does
that
trickle
into
your
neighborhood?
So
I
think
those
are
kind
of
where
we
went
with
some
of
our
ideas
and
we
touched
on
a
lot.
O
E
Of
the
teacher
and
that
I
recalled
remember
actually
from
from
lisa
guernsey's
book,
the
tap
click
read,
and
I
thought
this
was
great.
This
teacher
is
going
from
being
the
sage
on
the
stage
to
the
guide
on
the
side,
and
I
like
that.
That
stuff
is
very
easy
to
remember,
and
it's
also,
I
think,
very
relevant
to
how
you're
looking
maybe
the
role
needs
to
be
looked
at
differently.
O
And
we
need
to
think
that
way.
How
do
we
preserve
our
community?
The
one
thing
that
destroys
a
community
is
job
loss.
So
how
do
we
grow
with
our
technology
while
maintaining
the
you
know,
integrity
of
our
community
of
our
you
know,
workers
in
our
industry?
How
do
we
train
our
citizens
to
do
that?
And-
and
the
other
thing
just
quickly,
because
you
just
reminded
me-
we
also
realize
that
our
students
are
going
to
become
the
teachers.
P
First,
our
question
was
managing
the
abundance
of
information
in
the
future.
The
need-
and
this
is
similar
to
group-
number
two-
the
need
to
validate
the
source.
Where
did
this
come
from
who's?
Writing
this?
What's
their
point
of
view
and
again
we're
having
a
national
debate
now
about
fake
news
or
alternative
facts?
Where
is
it?
Where
is
it
coming
from,
and
I
think
that's
really
important
because
especially
for
the
novice
internet
user-
and
I
still
consider
myself
in
that
category-
who
do
you
believe?
P
P
P
Second,
we
wanted
to
talk
about
was
similar
to
that.
A
more
effective
use
of
search
engines
and
skill
sets
to
use
search
engines,
and
I
really
think
personally,
when
you
enter
the
school
system
and
start
using
the
internet.
This
is
what
you
should
be
taught
before
they
allow
you
to
hold
a
mouse.
In
your
hand,
how
do
you
use
a
search
engine?
P
What
skills
do
you
need
to
use
a
search
engine,
and
this
is
kind
of
similar
to
validating
sources?
Where
is
it
coming
from?
How
did
you
find
it?
Where
did
you
find
it,
and
was
it
easy
for
you
to
find
it?
I
remember
in
the
old
days
when
you
had
aol
dial
up
and
the
browser
that
everyone
used
was
netscape,
you
sometimes
had
trouble
with
that.
You
had
trouble
manipulating
that,
and
I
remember
you
know
in
the
middle
of
doing
a
search,
you
would
lose
your
connection
and
you'd
have
to
start
all
over
again.
P
A
O
You're
sort
of
taught
that
at
some
point
we
do
have
internet
safety,
internet
safety
guidelines,
but
a
lot
of
our
students
now
are
coming
in.
You
know,
pre-k
with
understanding
how
to
operate
a
digital
device,
and
so
it's
really
training
the
parents
on
internet
safety.
But
I
don't
know
if
we've
thought
about
saying:
okay,
let's,
let's
explain
to
you
how
to
use
a
search
engine.
O
I
know
there's
teachers
who
don't
allow
wikipedia
as
a
resource,
so
you
actually
have
to
go
out
there
and
look
for
a
book
online
and
understand
an
excerpt,
and
you
know
the
bibliographies
that
require
you
to
cite
a
website,
and
so
there
are
different
things.
But
do
we
have
a
set
curriculum
to
actually
teach
our
students
here
is
a
proper
way
to
do
search
engine
you
know
I
would
have
to
find
that
out.
It's
a
very
good
question.
Maybe
someone
here
knows
yeah.
B
There
is
a
digital
curriculum
that
generally
is
done
through
the
libraries,
in
conjunction
with
with
the
teachers.
Also,
the
library
system
provides
an
extensive
database
database
resources
for
students,
so
we
do
not
expect
our
younger
students
to
actually
be
going
on
to
the
internet.
When
they're
doing
research,
we
have
provided
safe
research
places
for
them
to
go
to
that
are
behind
our
firewalls,
so
that
they're
not
actually
going
out
to
do
that.
We,
you
were
talking
about
your
encyclopedias.
B
A
A
O
I
know
what
virginia's
doing
is
we're
actually
going
through
the
new
profile
of
graduate,
which
is
actually
going
through
k-12
education
reform
and
one
of
the
things
that
they're
doing
is
focusing
on
career
education,
in
addition
to
academic
education
and
the
way
that
they're
modeling
it
from
what
I
understand
is
they're
going
to
be
looking
at
what
are
the
careers
in
the
next
10
years?
So
it's
a
moving
model,
it's
a
growing
model,
so,
right
now
our
kindergarteners
coming
in.
O
We
know
that
the
next
in
the
next
10
years
we
expect
cyber
security,
for
instance-
and
you
know
decoding
you
know-
maybe
those
are
one
of
our
top
two
out
of
the
ten,
so
we
will
model
our
education
around
getting
students
to
be
interested
in
what
are
your
interests
in
these
fields?
You
know
where,
where
is
everything
that
we're
showing
you
and
then
guiding
them
towards
those
types
of
education.
P
But
that
would
change
and
insofar
as
employment,
finding
a
job
technology
it
changes
so
quickly.
You
really
have
to
be
on
the
internet
almost
constantly
for
lifelong
education,
for
example.
If
you
took
a
sailor
that
had
sailed
with
christopher
columbus
in
1492
and
put
him
on
a
clipper
ship
in
the
1870s,
he
would
have
no
trouble
sailing
the
ship,
because
the
technology
was
the
same.
P
A
Q
So
I
have
by
far
the
largest
voice
in
this
room.
We
have
20
people
online.
There's
40
people
in
the
room
saying
on
50
of
this
debate
is
what
we
did
so
we
broke
the
rules
and
we
dealt
with
every
subject
and
we
arranged
across
it
all,
but
we
narrowed
ourselves
down
to
two.
So
let
me
talk
about
this
thanks
guys
and
for
all
your
contributions.
Q
So
ultimately
we
boil
it
down
to
this.
We're
worried
about
the
credibility
of
information
and
you've
heard
about
this
false
news.
The
national
enquirer
came
up.
So
why
is
it
still
on
the
racks,
then
at
the
supermarket?
If
it's
false
news,
because
there's
a
contradiction
and
then
we
talked
about
our
concerns
about
the
relative
reliability
of
our
technology.
If
the
investment
in
the
digital
future
needs
us
to
let
go,
and
we
have
let
go
we've,
let
go
the
rotary
dial
on
our
baker,
light
telephones.
Q
For
those
of
you
remember:
we've
let
go
of
the
typewriter
we've.
Let
go
of
the
sense
that
the
steering
wheel
will
come
off
the
car
when
we're
driving
it.
We
don't
even
think
about
that
anymore
right.
What
happens
if
we
let
go
completely
about
our
concern
about
the
reliability
of
the
future
of
the
planet
and
its
reliability?
The
redundancy
for
example.
So
there's
where
we
went
so,
let
me
walk
through
some
of
the
the
points
that
the
team
made.
Q
So
in
terms
of
the
credibility,
the
digital
divide,
the
concern
there
was
that
those
that
can
afford
it
will
go
to
outlets.
Who
will
guarantee
to
give
you
good
news,
those
that
can't
afford
it
will
have
to
go
to
outlets?
Well,
take
your
luck,
so
you
will
pay
to
get
a
short
product
of
good
news
that
will
come
through.
Q
Who
will
be
the
regulator,
all
the
ombudsmen
who
have
that
power
to
do
that
sort
of
almost
going
back
to
soviet
union
imposed
or
self-regulated
so
the
debate?
There
was
look
if
you
read
a
an
article
from
a
periodical
and
after
four
months
it
it's
quite
clear
to
you
that
50
of
this
stuff
is
rubbish.
Won't
you
stop
buying
it.
So
why
even
regulate
it?
It
will
self-regulate
that
company,
except
the
national
enquirer,
will
go
out
of
a
business
right.
Q
Finally,
the
technology
makes
it
easy
to
spread
false
news.
You've
seen
that,
but
I
forget
your
name.
I
think
it's
aaron.
I
made
a
great
point
in
the
revolution
in
this
country.
We
were
spreading
false
news.
Some
of
the
great
propagandists
in
this
country
went
through
that
period
from
70
76
to
1800
by
deliberately
leveraging
false
news.
There's
nothing
new
in
this
game,
except
instead
of
doing
it
with
a
pen
and
ink
and
a
quill
we're
doing
it
differently
slide
so
reliability.
Q
This
is
the
big
one
everybody's
concerned
that
we
put
all
our
future
in
the
reliability
of
technology.
What
happens
is
taken
out
now?
Gps
satellites
is
the
future
of
warfare.
Therefore
not
human
to
human.
It
is
taking
out
our
technology
nodes.
It's
taking
out
our
satellites
that
give
us
the
google
maps
that
got
me
here
tonight
because
we
held
it
on
the
cell
phone
and
I
walked
that
way.
Is
it
the
therefore
the
future
of
warfare
no
longer
to
do
with
humans?
Q
This
kinetic
to
kinetic
tanks,
aeroplanes,
stop
building
them,
stop
recuting
humans
and,
let's
just
go
after
the
technology
side
of
it,
there's
a
concern.
So
what
can
we
do
redundancy
build
into
everything
that
we
do
redundancy?
The
trouble
is
with
that
is
your
costs
will
rise
when
we
do
this,
two
of
everything
is,
is
twice
as
much
so
there's
a
there's
that
there's
a
conflict
here
on
this
we
talked
about
maps
road
maps.
So
what
happens
when
satellites
go
down?
Q
How
many
could
open
their
glove
compartment
in
a
car
and
pull
out
a
map?
Have
you
still
got
one
one?
Two
three,
you
know
or
how
many
have
given
up
paper-
and
this
was
this-
was
the
quote:
don't
toss
out
the
paper?
That's
the
example
that
they
used
for
the
redundancy
on
this.
So,
lastly,
and
I'll
be
giving
it
up.
Q
There
was
two
things
overall
that
came
out
as
a
different
theme,
so
technology
is
removing
our
instincts,
our
instincts,
to
read
a
map,
our
instincts
to
know
where
east
is
our
instincts
to
make
a
judgment,
call
because
technology
is
doing
all
that,
for
us,
technology
is
also
changing.
Our
human
form,
for
example,
manual
labor,
being
removed,
means
that
muscles
that
we
used
to
use
are
no
longer
used.
Q
Therefore,
will
the
body
development
look
differently
over
the
course
of
a
century
mouse
fingers
who's
got
mouse,
fingers
carpal
tunnel
thing
that
will
go
away,
because
that
will
be
the
strongest
thing,
but
what
about
the
rest?
They
will
weaken
off
it's
it's
darwin,
it's
the
evolution
of
species,
so
technology
actually
could
be
responsible
for
mutants.
A
E
Q
S
S
R
Just
want
to
add
to
jump
back
to
what
tanya
and
howard
were
referring
to
about.
We
don't
know
what
the
next
key
jobs
are
going
to
be.
The
important
thing
to
do,
though,
is
to
look
into
whether
cyber
security
or
another
occupation,
and
realize
that
the
fundamental
skills
of
critical
thinking
ability
to
communicate
the
ability
to
work
in
a
team,
creative
thinking.
P
You
real
quickly
just
add
to
what
you
said
when
we
we
talk
to
employers,
the
skill
sets
they're
looking
for
the
most
are
the
personal
skills
they
keep.
They
all
say
we
can
ultimately
teach
you
technical
skills,
but
we
can't
teach
you
social
skills,
how
to
be
a
nice
person
how
to
be
honest,
how
to
come
to
work
on
time.
So
those
are
the
real
skills.
Aside
from
the
internet
skills.
E
I
think
we
are
about
out
of
time.
I
want
to
thank
everybody
who
is
in
the
room
and
who
is
not
in
the
room
for
participating.
I
think
it
sounded
like
a
fabulous
conversation.
I
think
there
were
a
lot
of
great
things
that
were
brought
up
there's
some
things.
That
did
not
surprise
me.
I
think
the
concept
of
diversity
and
being
inclusive
is
very
consistent
with
things
I've
always
heard
within
arlington
county,
the
thought
of
looking
at
things
differently,
the
thought
of
making
sure
that
we're
considering
from
an
employment
perspective.
E
I
think
we
have
a
great
potential
to
build
on
our
next
digital
destiny
event.
We
talked
about
a
little
bit,
some
things
related
to
it,
it's
on
wellness
and
it's
going
to
be
about
aging
in
place.
So
some
of
the
lifelong
learning
aspects
could
be
incorporated
to
that
and
we're
planning
on
doing
that
sometime
in
the
spring.
So
I
hope
you
will
be
interested
and
if
you
can't
be
here
in
person,
you
can
be
here
online.
Thank
you
very
much.