Don Jacobs“The curriculum works in my classroom!  It crosses the Digital Divide to get all my students thinking about the nature of technology.  By the time we finish, they’ve got a tool for understanding and evaluating technology.  Don’t you wish you had learned that in school?”

Don Jacobs
6th Grade Teacher
Santa Cruz,  California

Mark Catchcart“The KnowledgeContext Technology Framework shows that we can all learn a great deal from looking at just what we use technology for, and why technology exists. Understanding of the concepts behind technology, what, why, when and how is fundamental to your ability to absorb change. The core concepts presented in the framework are the best way I’ve seen yet to help you do that.”

Mark Cathcart
Distinguished Engineer

Rassami Souryasack“I saw a great change with a few students in that they would actually go home and bring in articles that had to do with technology.  And to me that is effective if students would actually go outside the classroom and bring things in to show you what you taught them.  I think that is very, very important.”

Rassami Souryasack
7th grade Teacher
Sacramento, California

Selwyn Clyde M. Alojipan“Philippine schools and teachers, as well as the Department of Education…need to study the [KnowledgeContext] curriculum to see how it can fit into our local conditions…The lesson plans it provides may also be adapted by teachers of non-science subjects to provide a wider understanding of technology concepts that affect our modern society…For a country rapidly transitioning from First-Wave (agricultural) through Second Wave (industrial) to Third Wave (informational) technologies, it is very important to grasp the concepts and patterns which don’t change as the technology changes. People need to become active developers and shapers of technology, and should not just remain as competent users of it.”

Selwyn Clyde M. Alojipan
Columnist, Metropolitan Computer Times

Madhu Lodha“Once the teacher has taught the ICE-9 structure, students can use it to study on their own…ICE-9 gives a structure for studying whatever interests children–especially those looking for more challenges beyond the classroom curriculum. For example, they can use it to research and report on soccer because they like that sport, missiles because they want to understand the current global situation, or drums because they like to play them…

“ICE-9 creates a well-integrated study of the chosen topic. The child studies the history, art, technology, economics, usefulness etc. from an analytical and research point of view…My older son researched soccer and then missiles with ICE-9. That inspired my younger son, who now wants to research microwave technology…The child gains a tremendous amount of self-esteem from presenting the completed work and sharing it with others. When different children study different topics they gain specialized knowledge on a variety of topics and can challenge and learn more from constructive criticism…

“ICE-9 creates a very valuable home-school connection where parents have a structured curriculum to support their children with the evaluation of technology of items children use at home and where the whole family can spend quality time on intellectual discussions instead of sitting in front of popular media. Also the family can carry this curriculum when they are outside the home…Knowledge Context has given my son a way of keeping himself challenged. For parents whose children have been announced GATE and left to wonder what to do to support their children, this curriculum can be useful.”

Madhu Lodha
Santa Cruz,  California

Dom Lindars“KnowledgeContext’s approach encourages broader thinking about both technology and its place in society and can also stimulate new invention and further exploration into uncharted territories.”

Dom Lindars
Senior Director
Oracle Corporation


“You know how you can tell this [teacher workshop] went well? We are all still up at the end of the workshop, we’re not grumbling, and we’re talking about it among ourselves.”

Diane Smith
Mission Hill Middle School Teacher
Santa Cruz, California


“The Ministry of Education of the Kingdom of Tonga in March of this year redesigned their Industrial Arts and Home Economics classes into a curriculum known as Design Technology. Their goal to teach both the theory and practice of technology. To date there is nothing but a framework. When I found your site it was a godsend–how to implement theory into the classroom. Of course, since technology is quite different here–some islands still don’t have electricity and people cook Sunday dinner in a pit, umu, in the ground there will need to be significant modification in the materials. But, the approach is solid and many of the activities can be adapted. Five of our Peace Corps Volunteers will be conducting a 5 day technology course Jan 5 – 9, 2004 for students 13 – 16 years old. Thanks for the great pioneering work in computer literacy!”

Ava Allsman
Associate Director of Education
Peace Corps


“We are a group of teachers in Hong Kong and preparing some Science teaching materials for the Year 4-5 Secondary School students. This is a non-profit making project and solely for the education proposes. We don’t have much experiences in writing teaching plan and fortunately we found that your website could us help in this purpose. On behalf of my colleagues, I am writing to you to seek for your permission that, if you agreed, we could use part of the website content materials as references in our project. Of course your written approve is mostly welcome and fully respected before we use them. I am looking forward to your favorite reply.”

Jimmy Li
Applied Science/HKIVE
Hong Kong