The changing face of
CAFE CULTURE

The National ICT Learning Centre at Central World Plaza offers an Internet experience far different from most cafes.

Father-of-three Sittipun Satchavit is browsing pantip.com, the popular web forum. Nearby, his children are also using the Internet, allowing Sittipun to monitor their online behaviour. Behind him is a well-furnished room packed with books, some on shelves, some left casually on coffee tables.

If this sounds like an ideal web surfing session in an affluent family setting, think again. In actual fact, Sittipun is using the services of the National ICT Learning Centre at Central World Plaza in Bangkok. Opened in October 2004, the centre is part of the Internet and Communications (ICT) Ministry’s ambitious plans to transform Internet cafés into “lifelong learning centres”.

Here, the modern, open and well-lit environment is the polar opposite of small, dark and dingy online gaming parlours populated by spotty students — and for a reason. Here, the Internet user is immersed in an environment that encourages the development of practical IT skills as well as general self-study.

In addition to the computer terminals, the centre houses a library with more than 2,000 titles as well as a section for younger kids, also stocked with books. Here, the sight of adults sitting alongside kids and teenagers is common, an aspect that is important for parents like Sittipun. At home, his computer sits in the living room where all members of the family can see what’s being viewed.

The ICT centre’s setup mirrors such home environments. It also serves as a taste of what Internet cafés across the country may offer in the future as the government tries to shift emphasis from entertainment to education.

THE INTERNET AS PARENT

The National ICT Learning Centre was spawned by the Goodnet project, set up by the ICT Ministry as part of this push. “The Internet empowers kids to take an active role in information searching rather than taking a passive role and waiting for adults to feed it down to them,” said Jumrud Sawangsamud, a member of the executive board for the Goodnet programme and an ICT minister.

Jumrud added that a few years ago, the boom in online gaming prompted parents to voice their concerns to the ministry. These concerns included the nature of online gaming as well as the problem of an expensive and possibly damaging addiction to a virtual lifestyle. And so, the Goodnet project was born.

The project has two major goals: transforming Internet cafés into learning centres and facilitating access to information technology in remote areas. While the first goal may sound vague, it does involve specifics: all such centres must abide by rules that include having transparent windows, not selling – or allowing the sale of – alcohol or drugs as well as time restrictions for under-18s and the use of only original software.

And what’s all this got to do with education? Well, as Jumrud explained, Internet cafés are becoming surrogate parents. While the news was full of scare stories about Internet abuse a few years ago, a small but vocal minority also pointed out certain advantages that Internet cafés offer.

“It’s a new parenting behaviour, which itself is a double-edged sword,” he said. “One way to think about it is that your kids will be safe from harm. But the pitfall is how to control their Internet behaviour. That’s where educational content comes in.”

FROM PILOT TO POLICY

Of course, Goodnet can only be successful with help from its operators. According to Jumrud, the response so far has been very positive. During its first phrase in late 2003, more than 200 operators volunteered to be members simply out of good will. Now into its second phrase, Goodnet has received hundreds more applications.

“We cannot accommodate all of these applicants yet, but it shows that there are many Internet café operators out there who have a conscience and want to create a safer and better place for kids,” he said.

The goal, of course, is not only for Goodnet to stay a pilot project, but to become national government policy. Like the National ICT Learning Centre, Goodnet’s future plan is to reach out to remote communities and transform existing Internet cafés in each community into similar learning centres. After all, with many communities not having home access to the Internet, improving the educational environment is crucial for this programme to work.

But the real challenge for Goodnet is how to transform educators into content creators. Without educational content, the Internet is no more than an entertainment feeder for kids. The key is to provide an attractive alternative to online games - educational websites or online tutorials, for example.

After all, online content lies at the core of Goodnet and will play a key role in shaping children’s minds. With this challenge, it is time for the government to implement the promised education reform, which puts children at the centre of learning, and for schools to take a pro-active stance on children’s Internet use in schools.