As an educator and artist with intermediate computer knowledge, my experience in primary and secondary education served me as a guide, entering Haiti with STARS Alliance/Hands on Haiti/ Mothering Across Continents. On my first trip to Haiti, I knew not what to expect, given the language barrier and other cultural barriers; however, the trip left lasting impressions on me.

Meeting the warm and bright young Mothering Across Continents (MAC) mentors shaped my perceptions greatly. These young women attended the program not only to better themselves, but also to improve their own communities. Although I was not aware of the education level of these ambitious young ladies, it took little time to realize their potential. Their eagerness to learn English and interest in computer science were inspiring. While many were initially too timid to speak, others who were more advanced did not hesitate to display their skills and rich vocabularies. After building some trust over the first few hours, MAC mentors began feeling comfortable enough to interact with me, take pictures and even hug me. The maturing relationship facilitated many mutual exchanges, namely learning each other’s language.

Facing the language barrier, my experiences working with students diagnosed with learning disabilities were instrumental. Such teaching methods required a multi-sensory approach to learning: visual, auditory and kinesthetic with animation and movement. I used similar techniques to assist Haitian students, teachers and MAC mentors whose passion for learning did not disappoint. These techniques proved successful whether learning English, Scratch programming or other functions on the XO Laptops, such as email, document sharing and taking pictures.

Seeing strained, confused faces in the classroom turned into bright, delighted smiles was rewarding. It was particularly gratifying when the teachers spent time learning how to incorporate their new computer-based knowledge into their math, science, language, geography and history curriculum. Meanwhile, STARS Alliance technicians worked diligently to provide needed hardware, software and web tools for the appropriate learning, knowledge and skills to be acquired, although they faced many challenges with server stability and Internet connectivity.

Using a critical thinking approach, students brainstormed, identified and discussed actual community problems as well as possible solutions, which proved ideal to brooch education and collaborative learning. The process encouraged each participant to draw on personal and community issues to discuss and present to the larger group. During those presentations, some recurring community problems emerged: lack of food, clean water and energy. This practice not only helped fine-tuning their real life problems, but also helped craft their logic and problem solving abilities, presentation skills and leadership development. Offering such a dynamic program regularly to mentors and teachers would improve their training and developmental abilities tremendously. Identifying community issues as a group, writing about them, and then drawing objects to depict their perceptions added another dimension to their knowledge structures. It was a stepped approach to mapping the project.

Creative thinking=problem/solution=writing=drawing=presentation=

software programing=completed project

As I spent each day with the different groups: MAC mentors, teachers and students, beauty surrounded me, despite the poverty and lack of resources. Several hundred photographs I shot of intense learners, devoted leaders, smiling children, warm interaction between random people and beautiful mountain views immersed me in the oneness of community, its calmness and natural beauty. Artistic beauty also emerged in the villages with people working, shopping, washing clothes, and the cultural banter in the heart of the city of Cap-Haitien. I also found artistic beauty in the brightly colored uniform