October 2006 Volume 9 Number 4

and resources that would enhance their work. In contexts where the lack of infrastructure means that getting
anything done requires much greater effort, the opportunity to learn from the experiences of others to avoid
making the same mistakes, and to do things better with the benefit of another’s experiences, would be a great
benefit for all social entrepreneurs.
Software
In addition to the content-creation tools mentioned above, new software development tools that allow users and
designers to easily create innovative simulations and other types of rich learning materials are needed. Just as
CAST, the Center for Spoken Language Research, and the partnership between Baruch College’s Computer
Center for Visually Impaired People and Touch Graphics have created wonderful software for learners with
special needs, similar efforts addressing the needs of all other types of learners—and again, in a wide variety of
learning contexts, in languages other than English only—are needed.
Innovative hardware, software, systems, and organizational structures have the potential to bring the benefits of
educational technology to the large majority of people around the world who don’t have access to even simple
telecommunications (over half of the world’s population still has not made a telephone call; UNDP, 2003), and
who live in countries where education and learning are mired in antiquated modes and structures that don’t serve
their needs adequately or at all.
As Tipson & Frittelli (2003) remarked, “Yet, enormous opportunities are being lost in the developing world from
failure to capitalize on what is available in anticipation of what is (realistically) not” (p.8). One can easily
imagine a utopian future where all social entrepreneurs are “out of business” because the world’s problems have
been solved. In the meantime, the work of the 25 Education Laureates of the Technology Benefiting Humanity
awards program must be recognized and encouraged.
Epilogue
The following Laureates were honored with the $50,000 prize: 2001—Freeplay Foundation; 2002—Barefoot
College; 2003—Equal Access; 2004—Andrew Liberman of the Asociación Ajb’ atz’ Enlace Quiche; 2005—
MIT Open CourseWare.
References
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Cuban, L. (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers
College Press.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. New York: Teachers College Press.
Easterly, W. (2001). The elusive quest for growth. Economists’ adventures and misadventures in the tropics.
Cambridge, MA and London: MIT Press.
Ferneding, K. A. (2003). Questioning technology: Electronic technologies and educational reform. New York:
Peter Lang Publishing.
Fisher, C., Dwyer, D. & Yocam, K. (Eds.). (1996). Education & technology. San Francisco: Jossey-Bass.
Fosnot, C. T. (Ed.) (2005). Constructivism: Theory, perspectives and practice. (2 nd . Ed.) New York: Teachers
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