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in. Telephone technology, however, provides
synchronous interaction wherein two or more
individuals engage in a real-time exchange. As
these more advanced means of communication
have evolved, more progressive societies have
benefited directly. Devices are developed, infra-
structures are installed, and a knowledge oppor-
tunity exchange is the result. The economic
stability and political atmosphere of many
nations have largely determined the extent of
their success in exposing their citizenry to a level
of communication adequate to keep pace with
that of first-world countries.
materials, a significant level of knowledge trans-
fer has not been realized. In addition, the over-
whelming cost associated with hardwiring the
third-world countries may be another reason
why only the affluent and gifted have the oppor-
tunity to pursue educational options.
In sharp contrast to technologies requiring an
extensive infrastructure, current developments
in technology allow information to be
exchanged at an unprecedented rate via wireless
communication. Wireless means are rapidly
seeping into every affluent realm of society and
even beyond, leapfrogging over language,
social, and ethnic barriers. Existing technology
allows users to browse the Internet, receive e-
mail, and send and receive wireless Web update
and text messaging on their personal cellular
phones. Enhanced mainframe computing as a
central storage unit coupled with wireless tech-
nologies can enable knowledge to be sent to the
gifted and the affluent as well as to average
knowledge seekers. Wireless technology has the
potential of breaking through economic, cul-
tural, and political barriers worldwide to bring
knowledge opportunities to the most isolated
and economically bereft of communities.
It could reasonably be assumed here that an
increase in the number of students in third-
world countries, as may be the desire of the
third-world leaders, would not possibly be real-
ized because of the infrastructure installation
dilemma of developing countries. This is a real
obstacle to making such learning available in
these countries. Several problems arise when
contemplating the installation of an information
infrastructure in third-world nations. A few of
the most apparent difficulties are limited bud-
gets, primitive and unreliable telecommunica-
tions and power systems, and the scarcity of
trained personnel. So what is the solution?
Though in reality there may not be a single solu-
tion, Clayton R. Wright suggests that:
As an example, graduating seniors at the
Massachusetts Institute of Technology (MIT)
have not only created but also successfully
tested three minisatellites that possess the poten-
tial of moving massive amounts of wireless
information. These satellites are called spheres;
each is roughly the size of volleyball. “Rather
than fly one large, expensive satellite, the idea is
to network together several small ones, much
like how computers progressed from large
mainframes to networked PCs,” says MIT Asso-
ciate Professor David W. Miller. The application
of interest is the capability of creating a telescope
with higher resolution than the current Hubble.
This is achieved by stringing multiple satellites
across the sky outfitted with mirrors for refract-
ing. Clearly then, current technological develop-
ments provide for a more complete wireless
society that can handle the delivery of video and
voice streaming over the next few years, hence
yielding the potential to bridge economic
boundaries and provide wireless communica-
tion to every person desiring knowledge oppor-
tunities, regardless of location or economic
Wireless technology is a solution. As many developing
countries have discovered, there is no need to install
expensive telephone infrastructures. Cellular phones
represent a major technology leap. Where there was
once no communications infrastructure, almost over-
night a highly advanced system is in place. With the
arrival of wireless technologies, the potential to move
communication beyond economical borders and
develop [irrigation systems] has become a reality.
(Wright, 1997)
The “instant infrastructure” potential of
wireless technology contrasts dramatically with
worldwide communications delivery efforts of
the past. During the mainframe data storage
years, many educators were frustrated because
of an inability to send data at high rates of speed.
This apparent bottleneck negated the idea that
knowledge opportunities could be effectively
delivered via technology to third-world coun-
tries. And although radio has been used in these
countries to deliver various kinds of educational
Gagnon et al.
