BeTheWire: Bridging the digital divide for persons of all abilities

BeTheWire ( is a ground-up initiative which produces accessible and guided bite-sized videos and posts so as to equip, educate, and empower persons of all abilities to bridge the digital divide. The topics include digital literacy, communication platforms, as well as e-shopping and e-payment. We speak with founder Bryan Neo, who wishes to spread the word to more social workers and friends, focused on equipping individuals with digital lifeskills for the long haul. In addition, he envisions partnerships with agencies to work with community members in the initial phases.

Classroom in Brazil

Better social mix of students in IP schools than non-IP ones? Challenging measures of “social mixing”

How social mixing in schools is defined and measured determines how student diversity is evaluated, and it is therefore worth challenging Education Minister Ong Ye Kung’s claim that “the social mix of students in Integrated Programme (IP) schools is actually better than that in non-IP schools” (ST, Dec. 27). The metric used by the Ministry of Education (MOE) is that “every 100 Secondary 1 students in a school should come from 20 or more primary schools”. A school with 300 secondary one students, as inferred, should have these students hailing from at least 60 different primary schools. Based on this too, MOE should be able to track the total number of primary schools represented in each secondary school’s secondary one cohort.

Four children holding hands

“The influence of adult and peer role models on children’ and adolescents’ sharing decisions”: Sample selection and the importance of research context

Ruggeri et al. (2018) are interested in the sharing decisions of Italian and Singaporean children and adolescents, examining – through an adapted dictator game with the use of a comic character, so as to experimentally study how the participants think goods should be shared – the influence of peers versus adults and of fair versus unfair suggestions. And while the unsurprising findings still offer useful insights to educators and practitioners who work with young people, there should also be greater attention on sample selection and the importance of research context.