MIT-China EducationalTechnology Initiative

(MIT-CETI)292 Main Street

Cambridge, MA 02139

Tel: (617) 258-7331Fax: (617) 258-8048

E-mail: ceti@mit.eduhttp://web.mit.edu/mit-ceti/www

Written and Edited By:

Roger HuMonisha Merchant

Ron CaoDan DwyerMingxi Fan

Dan HuRichard Li

Martin MbayaXiaomin Mou

Jake SeidMorris TaoSarah Wu

Special Thanks To: Suzanne Berger

Mark EykholtDeborah Ullrich

Cover Design By:Dan HuNina Yu

Artwork By:ChangQing Zheng

2 Foreword (Roger Hu)

3 Overview

4 Our Vision (Dan Dwyer and Roger Hu)

5 CEDI (Ron Cao and Jake Seid)

6 The Clinton Visit

7 The First Lady�s Visit to the No. 3 Girls� School

8 Personal Experiences (Morris Tao)

10 One Wireless Day (Roger Hu)

12 My Journey (Xiaomin Mou)

14 http://202.121.0.194 (Mingxi Fan)

16 Why MIT-CETI? (Martin Mbaya)

18 Memories (Monisha Merchant)

Table of Contents

FOREWORD

Companies often issue annual reports which communicateinformation to those who have a stakein their organizations. Because of thesupport received from manycompanies, institutions, andfoundations in the MIT ChinaEducational Technology Initiative(MIT-CETI), we felt it necessary to dosomething similar. While we maynever turn a profit, we hope that thosewho have investments in thisorganization will take greatsatisfaction in reading this report. At the same time, we thought itimportant to communicate our storyto the rest of the world. Thisorganization is often dubbed aprogram connecting Chinese highschools to the Internet. While this istrue, it leaves out the most importantaspects – the unique cooperative effortbetween MIT, Chinese institutions,and United States corporations, theculture shock, the friendships, and thesense of entrepreneurship.

In short, this program has been ourpassion, our pride, and our joy.

For the past few months, we’vededicated our time to compose, revise,and publish the stories that arecontained in this document. A great

deal of emphasis has been placed onmaking sure that the material is wellpresented. We hope you will deriveas much satisfaction reading thedocument as we have experienced inproducing it.

ACKNOWLEDGEMENTS

This document is dedicated tothose who have made this programpossible, especially to the FreemanFoundation, the MIT InternationalScience and Technology Initiative(MISTI), Professor Suzanne Berger,Deborah Ullrich, Mark Eykholt, SethJameson, Bob Linton, Scott Shurtleff,Li Xing, and Chief Technology Officer(CTO) for Intel China Robert Yung(formerly the CTO for SunMicrosystems Asia).

Thanks also go out to thecorporate representatives fromAccton, Addtron, Anixter, CiscoSystems, Kodak, Microsoft, NorthernTelecom, Proxim, Sun Microsystems,and Zi Corporation, especially MattAver, Jessica Chan, Kenneth Chu,Gene Deutsch, Gabriel Leung, RebeccaNeedham, and James Peng.

Roger Hu

In short, thisprogram has beenour passion, ourpride, and our

joy.

2

Teams School Location

1998Xiaomin Mou and James Montgomery

High School Attached to Tsinghua University

Beijing

Min Huang, Alex Pi, and Matt Debski

Experimental High School Attached to Beijing Normal University

Beijing

Ying Cao and Ted Weiderhold Experimental School Attached to People’s University

Beijing

Morris Tao, Sarah Wu, and Andrew Wheeler

High School Attached to Beijing University

Beijing

Omprakash Gnaw ali, Matt Karau, and Shan Wang

Number Tw o Secondary School Attached to East China Normal University

Shanghai

ChangQing Zheng, Martin Mbaya, and Andrew Nevins

High School Attached to Fudan University

Shanghai

Nina Yu, Monisha Merchant High School Attached to Shanghai Jiaotong University; No. 3 Girls' School

Shanghai

Mingxi Fan, Christine Su, Lauren Fletcher

Shanghai Experimental School Shanghai

Hugo Lin and Bryant McLaughlin Middle School Attached to Xi'an Xi’an

1997Dan Hu and Dan Dw yer Number Four High School Beijing

Shamsul Sopiee and Sally Yu High School Attached to Tsinghua University

Beijing

Roger Hu, Ting Luo, and Mandy Mobley

Number Tw o Secondary School Attached to East China Normal University

Shanghai

Sabrina Dong, Lei Wang, and Alice Yang

High School Attached to Fudan University

Shanghai

Richard Li, James Montgomery, and Xiaomin Mou

Middle School Attached to Xi'an Jiaotong University

Xi’an

OVERVIEW

“I’m amazed at [theM.I.T. students’]

energy level. It wasfinals week at M.I.T.

[and] I still get E-mail from them at 3in the morning. I

look at them and say,‘Why don’t I take

care of this problem?You go and study.”

T he MIT-China EducationalTechnology Initiative (MIT-CETI)

provides the opportunity for MITstudents to spend six weeks in a teamof two or three people at a Chinesehigh school. Each team is givingmaximum flexibility in designing anddeveloping their projects.

The program originated from aproposal submitted to the ElorantaFellowship by Ron Cao and Jake Seid,two MIT graduate students in theElectrical Engineering and ComputerScience Department. The success ofthe project, proposed as the ComputerEducation Development (CEDI), led to

the creation of what is now known asthe MIT-CETI program.

Applicants are selected basedon four criteria: fluency in theMandarin language, technicalcompetency, personal initiative, andinterest in education. Each applicantis interviewed thoroughly, and theirskills are tested and evaluated bypeople who are technical andlanguage experts. We try very hard toinsure that each accepted applicantis grouped into a team of two or threewith complementary talents.

Below is a history of the schools,location, and teams.

--Robert Yung,Chief Technology

Officer for Intel China

3

OUR VISION

One of the most influential effectsof technology on our society is

the way in which it brings peopletogether by providing ease ofcommunication. The Internet is thegreatest leap in this effort, nowconnecting society on a global scalenever seen before in human history.This globalization of information willlead to a future requiring a fluency notonly in technology, but also in cross-cultural understanding. This is oneof the strengths of the MIT-CETIprogram.

In the attempt to carry a basicknowledge of information andeducational technology to teachersand students in China, doorways toother forms of learning are opened.All those participating in this project,interns here and high schools there,are presented with the opportunity tointeract in a new form of internationalcooperation.

MIT-CETI is currently exploringnew ways of using these technologiesfor cooperation. Such ideas as

international e-mail exchange andc o l l a b o r a t i v eprojects performedcompletely usingthe tools providedby the Internetexpose allinvolved to thesociety of thefuture.

T h i slearning is not

limited to the educational sys-tem.Already, MIT-CETI and high schoolshave been working along side hugemultinational technologicalcorporations to expand access to thesetools across China. This has given anentrepreneurial learning componentto the program, which is essential toall those who will participate in futuretechnological businesses here and inChina.

The program has majoraccomplishments. Past pioneers haveset up the first web server for a highschool in China, connected a schoolto the Internet through wirelesstechnology, and helped to bridgecultural gaps between numerousstudents in the United States andChina. In addition, the programinspired the creation of several others,including the MIT-India program andan Asian business program atStanford University.

Much of the funding comes fromthe Freeman Foundation and the MITInternational Science and TechnologyInitiative (MISTI), which provideswork and study-abroad opportunitiesfor MIT students. Corporate sponsorshave also helped by providing muchneeded equipment. Last year ’scommitments totalled over a quarterof million dollars.

MIT-CETI is constantly in searchof new ways to expand this learningexperience and the use of technologyin education. Our aim is to promotetechnology, entrepreneurship, andinternational understanding.

Dan Dwyer and Roger Hu

Our aim is topromote

technology,entrepreneurship,and internationalunderstanding.

“The new MIT China involvement is part of a new vision of education and research atthe Institute. In this vision, the internationalization of knowledge, innovation, andeconomy is the central tendency of the 21th century…. To acquire the capabilities toparticipate fully in such a world – and for our society to be able to benefit from suchchanges – new kinds of education and research are needed. MIT’s new [program] onChina…step in the direction of internationalizing education and research at theInstitute.”

Professor Suzanne BergerDirector, MIT International Science and Technology Initiative

The MIT-China Report, 1997

4

CEDI

Our personal story is a sharedone. It’s a story about the “CEDI”

before there was a CETI; a story aboutour experiences during the summer of1996 in China and the impact it hadon our lives and about our desire toallow other MIT students to experiencethe same sense of personal growththat we did while in China through anew program called MIT-CETI.

In 1996, the two most talkedabout things seemed to be the Internetand China’s increasing presence inthe global eco-nomy. MIT wasteaching us aboutthe technologybut we wanted tolearn more aboutChina. The resultof this desire wasto submit aproposal to MIT’sEloranta Fellow-ship and the MITInternational Science and TechnologyInitiative (MISTI) for funding. Theproposal, called the “ComputerEducational Development Initiative(CEDI) in Shanghai, China,”described our interest in going to ahigh school in China, connecting it tothe Internet, and teaching the studentsabout how to use the Internet foreducational purposes. We saw thisnot only as a great opportunity toapply what we had learned at MIT but,more importantly, as an opportunityto learn more about China.

At the end of our six weeks inChina, we realized our experience hadvery little to do with applying what

we learned in school or learning morein detail about China. Instead, it hadeverything to do with the incrediblesense of entrepreneurship weexperienced and the opportunity tolearn more about the Chinese people.In the process of working withstudents and teachers at the highschool, we realized we had built morethan just a connection to the Internet—we had built friendships. They werefriendships built on the need for trust,the need to work together, and the

need to excusethe occasionalcultural fauxpas. It taught usthat, to under-stand moreabout China,you have tounderstand itspeople.

Our CEDIe x p e r i e n c e

during the summer of 1996 changedus. Being able to implement acompletely self-initiated project gaveus a tremendous amount of self-confidence. At the same time, thefriendships we built gave us a deeperand different perspective on Chinaand its people than we had knownbefore. These experiences were sopowerful that we wanted to sharethem with other MIT students. Weknew if other MIT students had theopportunity to define a project andthen work with a team half-wayaround the world, they wouldexperience as much personal growthas we did.

Ron Cao and Jacob Seid

Often we hearthe four magicwords—”theexperience

changed me.”

“News articles [Ron and Jake] read in 1996 described China as extremely cautious inits exploration of the Internet. Those who did have Internet accounts had to registerwith the police, and those who applied for accounts had to sign an agreement to abideby Chinese law and not endanger state security. The M.I.T. students soon learned,however, that they could set up sites on the Chinese Educational Research Network,which connects all the universities.”

The New York TimesJuly 30, 1998

The result of this desire to giveother MIT students this opportunityfor personal growth is MIT-CETI.With the support of MISTI, theFreeman Foundation, and corporatesponsors, MIT-CETI has progressedbeyond our initial expectations. Theone thing that makes us want tocontribute to CETI year after year isthe enthusiastic reaction we get frominterns after they return from theirexperience in China. Often we hearthe four magic words—”theexperience changed me.”

5

The Clinton Visit

“Twenty-five studentsfrom the MassachusettsInstitute of Technology,one of the United States’finest universities, will bein China this summer tohelp high school studentsand teachers learn to use

the Internet and the WorldWide Web.”

--United StatesSecretary of Commerce

William M. DaleyInauguration of Beijing

University’s MBA Program,June 29, 1998

President Clinton visited China two weeks after he delivered an

address to the 1998 MIT graduatingclass. Following up on President JiangZemin’s visit to the United States theprevious year, President Clintontraveled to four cities in China: Xi’an,Beijing, Shanghai, and Guilin.

Many MIT interns also arrivedin China around the same time.During the months before the trip, theState Department had also madeseveral inquiries about MIT-relatedprojects in China.

The MIT-CETI projectdemonstrated how United Statescompanies and college students werecollaborating with Chinese studentsand teachers to help promote newtechnologies such as the Internet. Asone White House official said, “Welike this project because it’s small butspecial.”

Robert Yung, member of the MIT-CETI Executive Board, promoted theprogram to Andrea Koppel of CNNand Sam Donaldson of ABC News,whom he had just met during atelemedicine event in Xi’an attendedby the Secretary of State MadelineAlbright and the Secretary ofCommerce William Daley. Heinstructed engineers from SunMicrosystems in Shanghai to preparevideo teleconferencing equipment and

servers to prepare for a possible visit.However, the Chinese

government was concerned that if thecameras sent back images of MITstudents in high schools, the rest ofthe world might form falseimpressions of China: a primitive,evolving country being helped alongby Americans.

An alternative was proposed —an Internet cafe event where thePresident, the Secretary of Commerce,Senator Markey of Massachusetts, andChinese high school teachers andstudents would access the Internet.

ChangQing Zheng, a MITsophomore in the ElectricalEngineering and Computer ScienceDepartment attended the ten minuteevent. The officials surfed the webwith the students and asked questionsrelated to Internet access in China.

“At some point an interpreterfrom the U.S. Consulate suggested thatwe check out the NBA web sitebecause Commerce Secretary Daleywas a Chicago Bulls fan,” notedChangQing. “While we were in themiddle of browsing the NBAwebpage, President Clinton andSecretary Daley filed in followed by abunch of reporters….Secretary Daleysat down at my terminal while thePresident sat down at the terminalwith the Fudan High School Teacher.”

Secretary Daley, Senator Markey, President Clinton,ChangQing Zheng, and Fudan High School students.

(Photo courtesy of the White House.)

6

The First Lady�s Visitto the No. 3 Girls� School

“The payoff for [theMIT-CETI effort] will

be increasedfamiliarity and

greater confidence indealings among the

future leaders of bothof our nations.”

-- David Miller,representing the Consulate

General of the United Statesof America in Shanghai,

July 19, 1997

In early June, we were informed that a “lady of very importantstatus” would soon come to visitthe No. 3 Gir ls ’ School inShanghai. Although the namewas not suggested directly, we hadalready guessed the person wasFirs t Lady Hi l lary RodhamClinton. The t iming of th isindividual’s visit made it an easyconclusion to draw.

Since the school had askedus to help prepare the computerfacilities for her visit, several of usincluding Dan Hu, Mingxi Fan,Lauren Fletcher, Christine Su, and

Andrew Nevins began workingwith the students in preparationfor the visit. We spent severalevenings in a small computerroom brainstorming a list of whatthe students could do on the daythe First Lady was to arrive.

The l i s t inc ludedpresentat ions , web surf ing,graphic manipulations, and manyother projects students coulddemonstrate in a very shortamount of time. Surrounded bycomputers, scanners, projectors,digi ta l cameras , we le t ourimaginations run wild.

Students from Shanghai No. 3 Girls School greet First Lady Hillary Rodham Clinton.(Photo courtesy of the White House.)

“The school didn’t know that we suspected Mrs. Clinton would be visiting. So Iwanted them to confirm the visit to us. So I proposed a meeting in July, which I knewwould be too late if the First Lady were to visit the school. If they wanted to dosomething related to the First Lady, I knew they would push for an earlier date. Sur-prisingly, the computer teacher told me that a certain “lady of very important status”was visiting the school and they wanted our help at an earlier date.”

Dan HuJune 15, 1998

7

8

PERSONALEXPERIENCES“Our overall experience in the MIT-CETI programcan be summed up with one emphatic sentiment:awesome…. As we look back on how we were able toshare our knowledge of technology and Americanculture with our students, how much we learned fromthem about Chinese pop culture, and how we leftChina with 30 new friends, we can proclaim with greatconfidence and pride that our mission was fulfilled.”

Bryant McLaughlin, Hugo LiuThe Middle School Attached to Xi’an

Jiaotong University, 1998

9

ONE WIRELESS DAYRoger Hu

As the world focusedon Hong Kong’s

return to China onJuly 1, 1997, we feltthat history had alsobeen made only ten

days later.

In 1997, Roger Hu, Ting Luo, andMandy Mobley returned to the NumberTwo Secondary School located inShanghai and connected the school to theInternet -- but through wirelesstechnology.

My team sought to provide ahigh-speed affordable link to connectthe school to the Internet. Before then,access was limited to a single dial-upmodem, which was slow andcumbersome. This limited the abilityfor the school to access the Interneteffectively and quickly.

Vaughan Pratt, a StanfordUniversity professor, and BartonBruce, Vice President of the CambridgeEntrepreneurial Network, suggestedthat wireless technology was the bestchoice given the fact that the closestpoint of Internet access was at the localuniversity, a mile away from the highschool. After determining theexpensive costs of wiring the school,we decided to experiment withwireless networking technology.

Using wireless networkingtechnology meant installing antennason the rooftops of two buildings.There had to be a clear line-of-sightbetween the antennas, which meantthat there could be no trees and nobuildings in the way. We often jokedthat we would bring chainsaws anddynamite if the circumstances deemedit necessary.

Usually, a group of specialized

engineers help resolve such issues.But as far we could tell, no wirelessnetworking company had any majoroffices in Shanghai. Without anybudget for paying for such services,our options seemed extremely limited.

I spent late hours at night withJake Seid, co-founder of the MIT-CETIprogram and a fellow fraternitymember, staring at small pictures ofthe school buildings available on theInternet. When we discovered that atrack field spanned most of the areaseparating the university and the highschool, we knew the line-of-sightrospects were strong. Still, we wantedconfirmation.

So my team turned to HuangChao, a Number Two senior, and LuGang, an East China NormalUniversity graduate student, to runaround the rooftops and to answer ourquestions sent by e-mail. Can you seethe university building from the highschool building? Was wirelesstechnology permitted in China? Thequestions seemed endless.

The exchange of e-mail wasinefficient because it would sometimestake days before Chao and Gangresponded. We guessed that it wasbecause they had to spend so muchtime deciphering what we wereasking. Imagine if your first languagewasn’t English and somebody startedthrowing questions laden withtechnical jargon at you!

We started to ask our questionsin simple sentences. The responsetime quickened, either because of ouradjustment or their readingcomprehension just improved. As weslowly gained more information aboutthe school, the more confidence wegained that the wireless option wastechnically feasible.

Proxim’s supportWe explored the Internet and the

World Wide Web, trying to solicitinterest from various wireless

Huang Chao, a NumberTwo Secondary School

senior, holding theantenna.

10

technology companies. We found aSilicon Valley-based firm calledProxim. In addition to providingequipment, they were willing to sendan engineer to fly into Shanghai tohelp with the installation.

Proxim had businesses in Koreaand Japan, so they were familiar withshipping and export regulations.Thus, the equipment arrived inShanghai in time for our arrival.

We finally had the equipment inour hands. Would we succeed?

One Digital DayThis installation was by no

means trivial. First, we needed todetermine the ideal spot on therooftops. Then, we would have toinstall water pipes to which theantennas could be latched. Finally,after the antennas were latched, wewould have to run antenna cablinginto the room.

During this time we werecontacted by a photojournalist whowas involved in a project entitled OneDigital Day. This project, sponsoredby Intel, sent one hundred of theworld’s top photojournalists aroundthe globe to depict how themicroprocessor was transforming theworld.

Though we agreed to filmourselves on the roof installing theantennas onto the water pipes, wedidn’t realize how messy thisproposition would become. Thecamera crew wanted to includeChinese students in the picture, so we

would have to make each of ourstudents climb up to the roof. Twentystudents from the high school climbedthe ladder and made their way up tothe roof followed by the camera crewhauling camera equipment with them.

Thankfully, all went well.Huang Chao, the high school seniorwho had helped answer ourquestions by e-mail months before ourtrip, took responsibility of theinstallation. As he stood on the ledge,peering down, he carefully latched theantenna onto the water pipe. July 11thwas his birthday so we sang HappyBirthday to him while the camera crewfilmed the whole event.

SuccessThe wireless equipment

contains a link diagnostic test todetermine the strength of the link on ascale of one to five. On the first try,after we had installed and aligned theantennas, the equipment measured a

link integrity of five.With the signal strength

measured at the maximum intensitylevel, we empowered the school toaccess the Internet at a fraction of thecost of what they would had to pay ifthey wired their school. They couldsurf the World Wide Web and send e-mail just like many other schoolsconnecting to the Internet. The linkwas also blazing fast; the telnet andNetscape connections to the outsideworld were more than impressive.

As the world focused on HongKong’s return to China on July 1, 1997,we felt that history had also been madeonly ten days later. But although thepublic did not pay too much attentionat the time, a year later, CNN and theUnited Airlines in-flight shows aireda segment about the One Digital Dayand our wireless project.

July 11th, 1997, the magical daywhen the wireless link worked, willbe a day we’ll always remember.

Above: Diagram of thewireless link

Left: Xu Gang, an EastChina Normal Universitygraduate student,aligning the antenna.

11

MY JOURNEYXiaomin Mou

Yet the nextsix weeks would

prove that mystudents were

truly myteachers.

Xiaomin Mou traveled to the MiddleSchool of Xian Jiaotong University, alongwith Richard Li and James Montgomery.As a member of the lucky thirteen whowent in 1997, she continues to mentorinterns in preparation for their visits toChina.

As a 1997 MIT-CETI intern, I waspart of a noble initiative to fosterunderstanding between the Americanand Chinese cultures by bringingtogether their generation throughtechnology.Before Iarrived atthe MiddleSchool ofX i ’ a nJ i a o t o n gUniversity,however, Iw a snervous.Although Ihad beenin phone contact with Principal Guo,my team was still uncertain of herschool’s computer networkcapabilities. Would we put together aLAN quickly enough? In addition, thelast time I had stepped on the soil ofmy homeland was ten years ago.Would I connect with my students?

Once at the school, my studentserased all my anxieties with theirwarmth and eagerness. Some of themhad never even touched a keyboard! Iwas so excited to teach them about

computers and the Internet. Yet thenext six weeks would prove that mystudents were truly my teachers. I wasnot the only one with adventures totell; their wonderful stories touchedme and enabled me to see the worldthrough their eyes. Our friendshiphelped me grow as an individual.

My team, which consisted ofRichard Li, James Montgomery, and Iwere committed to our class. Ourtwenty five students were equally

dedicated.O u ro r i g i n a lplan was toteach from8:30AM to4:30 PM,but weo f t e nstayed int h ecomputerlab during

lunch so that our students could putthe lessons to practice. The three of uswould stay late into the night workingon the network that we often had toclimb the school fence after it had beenlocked. One morning, I found threestudents sound asleep in the lab and Irealized that they had spent the nighin the lab in order to fix the bug intheir Java programs. I rememberlooking at the little cots they had setup with the wooden chairs and cryingbecause I was so inspired by theirspirit of learning. I knew then that ourproject had already accomplished itsgoal.

From acting out a funny storywhile eating watermelons at the fruitvendors to slipping off the balancebeam and giggling as we climbed backtogether to staying up past 4AM toshare our American and Chinesestories of growing up, we became realfriends. When I caught the stomachflu, my students brought me fresh soy

Xiaomin Mou and JamesMontgomery show off theInternet to their students.

12

milk, cut my favorite fruits and a bowlof Mianpi, a Xi’an specialty noodle Ihad loved. Richard, with his Americansarcasm so different from the Chinesehumor, would often send them intohysterical laughter while they helpedhim with laundry. On the last day ofclass, James surprised everyone. Hewrote all the Chinese charaters he hadlearned on the chalkboard. The All-American guy who could not speak aword of Chinese six weeks before hadwritten the most beautiful charactersI had ever seen. I was moved to tearsand I heard our class sob. I will alwaystreasure the special gift they presentedto each of us: an exquisite piece of jadethat was meant to protect us forever. Iwill always remeber the warm big hugfrom Principal Guo as she said,”Mydear friend, I will wait for your returnnext summer!”

Back at MIT, when I read a lovelyChinese New Year’s greeting from her,I thought about how the MIT-CETIexperience affected me. It has openedme to the pleasure of connecting withbeautiful strangers and learning theirstories and seeing through their eyes.It has broadened my horizons to careabout something other than

engineering and the pure sciences. Ihad learned to appreciate the beautyof people, their heritage, their dreamsand most of all, the special way theymake up the longitudes and latitudesof my world.

Today, as I mentor future MIT-CETI interns to prepare them for theirexciting adventure, I smile to myself.They are about to step into somethingwonderful.

Richard Li explains the Java programming language to several attentive students.

13

http://202.121.0.194Mingxi Fan

“The friendshipsbetween SES andyou (MIT-CETI)will last forever.”

--Yun Zhao Shi,Principal of the

Shanghai ExperimentalSchool

The title may sound like somerandom web site, but this URL representsthe heart of one individual, Mingxi Fan.Thanks to funding secured from theShanghai Education Commission,equipment including routers and switchesprovided by Cisco Systems and hubs andEthernet cards from Accton Technology,Mingxi would eventually help his almamater, the Shanghai Experimental School,connect to the Internet.

Ever since 1996, the use of theInternet has grown rapidly amongcoastal cities of China. Many homesand businesses in major cities suchas Beijing and Shanghai are connectedor in the process of being connected tothe Internet. Secondary educationalinstitutions, including middle andhigh schools are all trying to makeInternet resources available forteaching and communication. By1998, some of these schools that havea strong academic reputation andfunding are already on-line, but themajority of schools are still waiting toget online, having applied to thebureaucracy for a connection.

Shanghai Experimental School(SES) was one of the schools inShanghai that are on the long waitinglist. The school was told by theEducation Commissions that theywould not be connected to the Internetfor at least one to two years because ofinsufficient funds and resources inShanghai.

My initial goal was to have allthe necessary Internet equipment

ready at SES by the time our teamwould arrive in June. The preparationinvolved completing several difficulttasks over long distance phone:

1. Choosing an Internetconnection scheme (e.g. fiber, wireless,DDN) that is best suited for SES.

2. Assisting SES in gettingapproval and funds from theShanghai Education Commission fora new computer lab and Local AreaNetwork equipment.

3. Work with SES to find anaffordable yet reliable ISP in Shanghai.

I started by seeking advice aboutnetwork connection schemes fromseveral known network experts inShanghai. After persistent efforts, Ifinally had the opportunity to talk tothem and thoroughly inquired aboutthe status of Internet connectionschemes in Shanghai. Most of themrecommended DDN (digital datanetwork) to be used as the initial SESInternet connection.

In order to secure projectfunding, I personally contacted theShanghai Educational Commission.After being transferred many times, Ifinally managed to find the technicaldirector of their educational networkdivision. After hours of conversation,she was moved by the enthusiasmand goal of MIT-CETI and agreed tohelp us in getting SES connected tothe Internet. Just two weeks after theschool sent their proposal to theEducation Commission, the schoolwas granted funding to purchase newcomputers and network equipment.

The progress seemed to be wellunderway until SES told me that theystill needed funds to purchase severalimportant pieces of equipment,including a powerful server, routers,switches and cables. I quickly movedto solve this problem. I first asked SESto submit another proposal to get morefunding from educationalcommission. I also worked closelywith Roger Hu to explore the

Andrew Nevins, MartinMbaya, Mingxi Fan, and

Christine Su.

14

possibility of corporate sponsorship.Soon after, several firms includingAccton, Cisco, Kodak, and SunMicrosystems generously offered theirsupport.

Along with my newlyacquainted teammates, I arrived inShanghai on June 18, 1998. Our jobfrom the start was not easy. On theteaching perspective, Lauren Fletcherand Christine Su had to communicatefrequently with the computer teachersand students there. They managedexceptionally well, and Lauren, who,even with language barriers, activelyand quickly absorbed commonphrases in Chinese and soon mademany friends among the students. Shepersonally told us that this was oneof the most exciting learningexperiences for her. Christinedeveloped a very good relationshipwith both the teachers and studentsas well. When we started teachingafter a week of preparation, theseventy participating SES studentsand teachers were extremelyenthusiastic.

Despite the lack of resourcesand enthusiasm from manygovernment and private agencypersonnel, many of the top levelofficials were very cooperative. Oneofficial told me the reason for theirsupport; “Although we appreciateyou helping Shanghai schools settingup internet, we do not need to placeyour task on top of our list just for thatreason. Many other schools inShanghai are also in the process of

connecting campus network rightnow. What really touched us, though,is how enthusiastically and diligentlythat you, and probably other MIT-CETI students, are carrying out theproject. We really appreciate theenthusiasm and hard work exhibitedby your team.”

Finally, three and half weeksinto the summer CETI session, theentire SES computer cluster wasconnected to the Internet with the helpof Shanghai Jiao Tong University andChina Education Resource Networkregional branch in Shanghai. As I sawthe excitement shining in the eyes ofSES students who were surfing theInternet for the first time, I felt that thiswas probably the happiest moment inmy life.

Two days after the Open House,during which the students presented

a variety of impressive, creative, andin-depth personal and school webpages, we left China and completedour 6-week MIT-CETI session at SES.Before we left, SES held a farewellparty for us, and we exchanged gifts,addresses, and tears. The principalaccompanied us to the airport the nextday. Her remarks best concluded ourtrip, “The friendships between SESand you (MIT-CETI) will last forever.”

Shanghai Experimental School students workingon their webpages.

Christine Su and Lauren Fletcher teach their studentsabout the Internet.

15

WHY MIT-CETI?Martin Mbaya

MIT-CETIexceeded manyexpectations Ihad set and

introduced me tomany new and

wonderfulexperiences.

Martin Mbaya, based at the FudanHigh School in Shanghai, took part in theprogram the summer of 1998 along withteammates Andrew Nevins andChangQing Zheng.

Teaching for six weeks about theInternet to Chinese high schoolstudents was not exactly how I hadenvisioned spending the summer ofmy sophomore year. I was amechanical engineer, almost hopelessat handling computer hardware andhaving minimal experience in usingthe web. Worst of all, my Chinesevocabulary was limited to a fewsalutations whose pronunciation Iwas not even sure of. Yet, after thepersistent urging of some friends, Iapplied for the MIT-CETI program.Looking back now with the benefit ofhindsight, I don’t think I would haveopted for anything different.

The desire to be a part of MIT-CETI may have been kindled very earlyin my MIT stay. I still recall theenthusiasm when Dan Hu (one of thecurrent co-directors of MIT-CETI)spoke of his involvement in theprogram a year before my trip. Smalltalk concerning all the preparationshe had to undertake; his interview by“The Tech”, MIT’s student newspaper;and the excitement he radiated duringthe taxi ride to Logan airport on theday he left for China were all detailsthat left their indelible mark on me.Another latent issue was the fact thatsome close friends at my living group,

Student House, had alreadyparticipated in the program or wereplanning to do so. Since we shared alot in common, this certainly played apart in arousing my interest. I knewat the back of my mind that I wouldsoon be China bound but exactlywhen was still unclear.

Eventually it all narrowed downto a low Grade Point Average at theend of the fall semester of mysophomore year. This barred me fromclinching a position in theEngineering Internship Program runout of MIT’s School of Engineering butin the same stroke ensured Iconcentrated all my efforts onbecoming a part of MIT-CETI.Unintentionally I was setting myselfto spend a summer doing things I helddear to my heart. In the words of thefamous poet Robert Frost, it felt like Iwas travelling down “the road lesstravelled.” Little did I know whatpleasant rewards awaited me furtherdown.

MIT-CETI exceeded manyexpectations I had set and introducedme to many new and wonderfulexperiences. There were definitelyseveral trying moments but, taken instride, these often turned out to bepowerful learning experiences for me.All said and done, however, I was ableto achieve a lot of what I had set out todo. One of my goals was to improvethe little computing skills I hadacquired so far at MIT. Fortunately,Fudan High School already had goodcomputing facilities. From interactingwith Andrew and ChangQing, Igained a lot of insight concerningcomputer networking and themakeup of both personal andnetworked computers. The constantuse of web browsers and digitalcameras improved my understandingof software applications. Mostsignificantly however, I came toappreciate the impact of the Internetat various levels of society and how

Martin Mbaya reflects on hisMIT-CETI experience.

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the government and educationalinstitutions were managing andutilizing this resource.

I was intrigued by what Ilearned from observing andparticipating in the Chineseeducational community. The mostrewarding aspect was the dailyinteraction with students, somethingthat was only slightly hampered bythe language and cultural barrierposed by my background. On a widerscope, it was interesting to comparethe high school and universityexperience between China, America,and my native country, Kenya. One ofmy most fulfilling experiencestranspired one morning at the HighSchool attached to TsinghuaUniversity in Beijing. Along with otherMIT-CETI interns, I was able to shareabout Kenya, Africa and myexperience studying in the culturallydiverse city of Boston.

On a larger scale, I found in theMIT-CETI internship a chance todevelop my teamwork and leadershipskills. Considering the diversebackgrounds of my fellow teammembers at Fudan High School(Andrew was American, ChangQingwas Chinese and I was African) whatI learned was extremely valuable.Thanks to the open-ended approachthe program adopts in getting the jobdone, I learned a great deal aboutproject management and working ina foreign setting with local personnel.I came out of MIT-CETI a much more

effective administrator and ready totake on any challenge in my way.

While in China, I had theopportunity to make a lot of importantcontacts. Most arose from our work atthe high school but there were alsoothers that I had not even anticipated.These included several Africanswhom I found studying at the localuniversities and severalChristians from the localchurches. Equally insight-ful were the visits to some ofthe homes of the localfamilies and members of theexpatriate community fromcountries like the UK, theUSA, and Australia.

The icing on the cakewas undoubtedly the grouptrips we made to Beijing andvarious parts of Shanghaiand its satellite towns. Witheach trip I gained moreinsight into the lives of theChinese people and got toenjoy many tourist sites. Exploring thevast summer palace at dusk, trekkingon the Great Wall for hours, dining onsumptuous Shanghainese dishes,taking in the view of the city from thetop of the soaring Shanghai TV tower,cruising rivers and lakes on motorizedboats, the list was endless. China wascertainly a transforming experience.

Happily, my MIT-CETIexperience still continues even nowthat I am back at MIT. My role, likethat of other past interns is mostly a

supportive one. So far I have workedas a publicity officer and once in awhile shared informal advice withother members regardingadministrative issues. It is reallyfulfilling to witness MIT-CETI’sgrowth and the sprouting of similarinitiatives both at MIT and in othercampuses.

The six weeks I spent in Chinateaching technology has had a greatimpact on my life. The insight I gainedfrom working in China hopefullymarks the beginning of a greaterinvolvement with the Asian region.The computing, teaching skills, andadministration skills I gained will beuseful tools in any environment whereI eventually end up working. Many ofthe friendships I formed andstrengthened will be jewels that lastfor a lifetime. But most importantly, thechance to be part of an experience asunique as MIT-CETI is a greatinspiration to get her achievementsreplicated in Africa.

Shan Wang, Andrew Nevins, Matt Karau,and Martin Mbaya enjoy a tea ceremony inHangzhou.

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...memories

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PROPOSAL FOR SECRETARY DALEY’S HIGH SCHOOL VISIT IN SHANGH

Concept: Secretary Daley would visit a high school that has been connected to the Internof the MIT-China Educational Technology Initiative (MIT-CETI), a voluntaryorganization funded by the MIT-International Science and Technology Initiativcorporate sponsors.

Objective: The purpose of the visit would be to highlight how U.S. companies and collegeare working with Chinese students and teachers to help promote access to newtechnologies, such as the Internet, in order to enhance education and economicdevelopment, and promote international cooperation.

Scenario: Upon arrival at the school, the Secretary could be greeted by the principal and the classroom. There, the Secretary could see a demonstration by the teacher aon how computers and the Internet are being integrated into the daily learningenvironment. Following the demonstration, representatives from MIT-CETI, thand participating corporate partners could join the Secretary in the classroom, could make brief remarks on the important benefits of Internet access, includinteaching and learning. Following his remarks, the Secretary could be escorted another room, where he would lead an informal exchange with the program parlearn more about their plans to expand the initiative throughout China.

Background: This summer, 24 MIT students are in China as part of the MIT-China EducatioTechnology Initiative (MIT-CETI). These students are going to high schools thChina in order to help Chinese high school students and teachers to learn the usWorld Wide Web and Internet as a teaching tool and medium for internationalcommunication.

The MIT-CETI started in summer, 1996, when two MIT graduate students travShanghai, setting up the first Web server for a high school in China. Their goafoster a better understanding of the Chinese people and culture while improvingtechnology in Chinese high schools. In 1997, thirteen MIT undergraduates travfive high schools throughout Shanghai, Beijing and Xian, where they accompliconnection of a high school to the Internet using wireless technology, organizedChina NetDay effort with Sun Microsystems, and hosted conferences in ShanghBeijing, and Xian to bring together students, teachers, government officials, ansponsors to address high school education and the use of the Internet.

This year’s corporate sponsors are: Anixter Inc., Cisco Systems, Eastman KodaCompany, Microsoft, and Sun Microsystems.

Prepared by: Elizabeth Echols, NTIARoanne Robinson, NTIA