Have you ever wondered the educational value of academic publishing? Wondered how the research we do filters into the classroom? Maybe not! This is not something often discussed and debated in business academia, where the ethos and culture is driven to publish in top-tier academic peer-review (?) journals. However, for some of us, behind closed doors, in secret we are also engage in another publishing activity. An activity not often discussed with high esteem or value by research-driven colleagues, where the words “I’m writing a textbook” seem like sinister words. However, if we really think about the educational value of academic publishing, it is textbooks and the educational resources we develop where a real contribution to knowledge and wider value in education is most certainly felt, not just through journal articles. Here in this blog post I share part of my experience and the view that “writing of good textbooks should be central – not marginal to our HE mission as researchers and teachers”.

OUP Sales Conference 2010

This week on Wednesday, 25th August 2010, I attended the Sales Conference for my textbook publisher – Oxford University Press (OUP) in Warwick (UK). Not a sales representative, nor a member of the publishing industry, I’m an author and an academic so I attended to reconnect with the sales team I met 2 years ago who are responsible for a book title I’ve coauthored titled, Marketing. In this I participated in a session about how our 1st edition has gone and to discuss the launch of the 2nd edition due out in December 2010.

This experience was invaluable. Sat in the room was the hearts and minds of over 30 people who are in direct contact with lecturers, universities and book stores from across the UK and Europe. They are deeply embedded in the publishing industry and the dynamics with which it is changing, both due to economic constraints, changes in technology and market preferences. In brief, students are not using books like they used to, it’s about differing formats, differing resources from a variety of locations! And these people know their business and are some of the most humble about their value in the publishing process. In awe of their knowledge and commitment to distributing good educational resources and how they could help educators, I most certainly was. One thing I love about Oxford University Press (OUP) as a publisher, and their team … is they also have heart! They care about the books/resources they develop, the people they work with and the people who they are developing for. Yes they have to generate revenue, but maybe this cultural ethos is because they have a charity status and so are not as commercially driven like most publishing houses.

Why Write a Textbook on Marketing

The above is why I really engaged with this project over 2 years ago in 2008, not just because I wanted to write a book, actually at the time I didn’t want to as academic textbooks are not as valued by business academia like a journal article is (a view I am opposed to!). But with OUP’s ethos, and our coauthor and editorial team, not only did we have a vision for what students in marketing today should be learning in and out of the class room, but the team also saw the importance in not just writing a book, but in developing an overall suite of resources for all in marketing education – lecturer and student alike.

So myself and two colleagues, Paul Baines from Cranfield and Chris Fill from Portmouth, came together on this project through differing routes and bringing differing skills, knowledge and experience to the table. I was the publishing novice, and in some ways still am, still trying to juggle personal and professional deadlines with publishing ones. But one thing connects us, our vision on the value of coupling a deep knowledge of learning and education with marketing theory and practice in business management academia. Our focus has been on developing a resource – not just a book – that helps both students and lecturers in learning and educating about marketing in the many differing spaces it occupies, in the many differing formats it comes, in how it is evolving and the differing ways in which we can learn and experience it. Essentially we spent three years prior to 2008, creating an ‘educational resource’ that brings practice into the classroom, brings not just theory, but also critical debate around marketing theory into the class room and most importantly, engages with the many differing ways and styles with which we both learn and can educate about marketing – online, offline and through experience. Marketing is going through not just an evolution given changes in society, but also a digital revolution.

The Value of Textbooks in Academic Publishing

However, along this journey I must say I’ve been saddened by the lack of value academia, especially business academia appears to place on the value of textbooks in academic publishing, an ethos which has filtered throughout our institutions, governance structures and our education system. Spurned by a ‘publish or perish’ ethos around peer-review (?) journal articles and a governance system – the Research Assessment Exercise or Framework (RAE 2008, REF ?), that propagates this view. I’m not saying these are not important, they are, we couldn’t write books, develop educational resources or educate without them. But our myopic focus on the importance of a journal article above everything else and thus their production at cost to everything else (e.g., teaching quality, educational innovation, staff morale) is harming the inherent basis on which university and business academia exist – “to contribute to knowledge through research, education and community engagement” (this is what I signed up for when I joined academia at the completion of my PhD in 2003). I didn’t sign up to an ethos of “to write just journal articles”.

Yesterday I sat and listened. I knew how well our book at done in its first edition,  but I didn’t realise just how well. Our book – Marketing, the first edition released in 2008, is 2nd in the UK academic market for 1st year marketing textbooks with 30% marketshare, 2% behind the leading textbook, and beating Kotler … “the god of marketing” … who is third. Whoop! Whoop! Our title is apparently OUP most successful business title and purchased by thousands of students across the UK and Europe. This was well above our expectations, in the begining we just wanted to challenge the status quo in 1st year marketing education. Challenge what we were teaching and how! So, a celebration yes! But a personal one! We don’t get huge royalty cheques, and these books don’t really count towards promotion as they are not as valued as much as a journal articles (REF/RAE), despite how much time, work and resources goes into their creation and how well regarded they are outside the academy (e.g., in business). So it’s not about the money and nor drive for a tenured track Professoriate position.

Its about an educational ethos, and contributing to the knowledge of tomorrows marketing industry. In this, for our title, we have reached the minds of 100′s of lecturers and thousands of 1st year marketing students in the UK and Europe and contributed to their knowledge of marketing theory, marketing practice and importantly challenged the status quo in marketing education. That is worth more than any promotion or 4* journal article.

A Manifesto for Textbook Writing

But this journey over the last 4-5 years has made me really question how business academia, across the UK, Europe and in wider international communities really value the academic textbooks and educational resources in business academia and their contribution to business knowledge, theory and practice. I cam across this great blog post on “The Higher Education Academy” websites about “Writing Textbooks in a Cold But Changing? Climate. This post has some interesting insights about “To Write or Not to Write a Textbook?” In short the author Rob Pop concludes with a Manifesto for Textbook Writing, for all educators, researchers and authors.

A Manifesto for Textbook Writing (Rob Pope, 2003)

• Textbook writing is a central, sensitive and symptomatic indicator of all that we do.
• Textbooks come into being and operate precisely on the cusp of teaching with research, of education with economics, and of a vision of knowledge as personal empowerment and satisfaction with one of knowledge as public commodity and techno-political power.
• Textbooks are the main interface where the notion of the subject in general is embodied in the particular heterogeneity of all the subjects who study it; it is therefore the major tool whereby subjects in every sense have lasting effects.
• Textbooks are also the main site where the fundamental structure and significance of the discipline is communicated and debated. It is therefore not only the place where the existing territories are consolidated and boundaries reinforced; but where the work of inter- and cross-disciplinary re-definition and re-negotiation goes on — publicly and accountably, amongst ones peers as well as students and, sometimes, a more general public.
• Textbooks are thus where specialist knowledge and skills are accumulated and made generally accountable as well as accessible. Thats why a good textbook is precious — and a bad one pernicious.
• In sum, the writing of good textbooks should be central — not marginal — to our higher educational mission as teachers and researchers.

So with this Manifesto in mind, I have continued with my co-author team to develop our title, Marketing, with the launch of our 2nd edition in December, 2010. Why? Because like Pope (2003), I too believe that writing good textbooks and developing good educational resources should be central, not marginal to our HE mission as teachers and researchers, and our governance structures.

Smiles

Kelly

Share and Enjoy

1. Do we know what we mean by Digital Media learning and participation and do we agree?

No, we don’t, and probably given the many number of disciplines from which DML is informed (be it education, literacy, languages, arts, digital communications, political science, psychology, anthropology etc), we probably never will.

• There are many sides to digital media and specifically, digital media learning in that we can learn a) about digital media (as in skills and knowledge of the technologies); b) from digital media (as in its impact on society); c) through digital media (in that it is a channel to share information); and/or d) with digital media in that it is participatory learning we do everyday as we use digital media and as through emersion in simulations of real-world situations.

• Digital media participation is another concept for interpretation. At DML 2010 we referred to participation with others and participation with digital media and in this raises the differentiation – is it just about behaviour and usage  OR a bigger idea of being ‘part’ of something, part of the digital media space. OR as raised by Sonia Livingstone, is it actually not about participation at all – but engagement with digital media?

In this can we actually have a concise definition or really should we define participation, engagement and learning … for fear it might constrain us?

2. What do youth struggle with, with respect to Digital Media?

I’d say a lot more than we actually know or can dream of ever knowing.

A number of issues were raised relative to race, access and resources – such as time and money accessibility and availability. But this was only on the surface of the issues of what youth struggles. What about their feelings as to what is expected of them in this space, to be more responsible and mature, to have the skills of what as been labeled a ‘digital native’. Rising societal concerns about digital access, digital divide, digital literacy, time, money and resources all paint an all but dark and confusing space of youth digital media participation.

Yet more often than not we see reports of how a great many youth are online? How their skills are more advanced than other cohorts given their emersion in digital media based on year of birth. And in this we ignore the socio-cultural conditions within which youth learn, use, talk about and engage with digital media.

I wonder, can we really look through their eyes, and paint a picture of how they see the world … or are we forever misinterpreting it with labels, themes, and our interpretation of their words and behaviour in talks and presentations based on our world view … and in this where is the child’s voice! Why are they not part of this discourse …

That actually was another notable omission from the conference – youth, as where teachers, parents … perhaps by being more inclusive next year we can see more of the picture as others paint it … through MORE video, audio, and their active participation in the DML2011!

3. What does the Internet add to everything in a childs life?

In this I think is an important question not just relative to traditional learning or educational formats, but what does it add in all facets of a childs life – be it socially, emotionally, education, fun and creativity, learning and social bonds …. It is possible it can add so much but in as much as it adds, it also detracts … but in this I don’t just think of children or youth. I think we should think of the many members in our communities … parents, teachers, researchers … for they too play a critical role in youth education, learning and digital media engagement.

But like the wide adoption of the many innovations, be it technological or not, often the benefits and negatives of innovation are often only realized in hindsight, through adoption, usage and reflection of societal, community and system evolution because of these technologies.

4. What does youth digital engagement [not participation] look like?

One view. In psychology the notion of involvement is discussed, wherein individuals have a differing propensity to being interested (or engaged) with a domain (e.g., football). With this individuals may be more or less enduring or situationally involved.

• Enduring: In that they love an area and thus talk about it, read about it, and participate in it often and with great intensity and attention. A professional football player or avid gamer might be an example.

• Situational: Where as others are influenced by a situation or context that may not be ongoing, but in arising influences the level of attention, interest and activity of that individual toward the domain. For example, a college student who only occasionally plays football when the summer tournament arises or the father who takes his son to football every Saturday not because he ‘loves’ football but his son does, or the friend who doesn’t really like a video game but plays it because his/her friend wants to.

In this the motives for interaction and participation differ with intensity and duration, but stem beyond  simple considerations of behaviour e.g., ‘how frequently they play football’ or ‘play a game’ to include a more wholestic view of an individuals involvement, feelings, perceptions, view and use of the domain – such as digital media.

In essence though this is but one view. Engagement is a much deeper and richer and in that more complex than participation, and in that more important to learning and the exploration as to what fosters digital media engagement in youth.

5. What is it we want youth to learn?

In this it is dependent on the perspective taken, the world view adopted and the domain of specific interest. In brief:

• Perspective: How is digital media positioned within the notion of learning? In this, they can learn from many differing perspectives – such as learning from, through, with or about digital media.

• Discipline/Field: From which disciplines could their learning be situated in (be it one or many): sociology, education, learning, literacy, psychology, arts, literacy, communications, anthropology, digital media, information technology … and I’m sure I’ve missed many more

• Domain: What is it we want them to learn about – privacy, security, social networks and social intelligence, emotional intelligence, behavioural skills, technical design, communication skills, creativity and innovation etc ….

6. Are we overestimating a child’s digital skills?

Perhaps we are overestimating a child’s digital skills and in many spaces not even considering the digital skills (as much) for other members of our community – such as young adults, teachers, parents, lecturers, researchers, business and wider community … we all being influenced and expected to use/interact or learn about digital media and therefore we all have digital media literacy needs and we are all connected …

7. Are we as academics in this space and digital media professionals advocate DM too much? Do we not have a responsibility and a need to be more critical?

Perhaps in this (similar to the doc com crash of the 90’s) we are focusing too much on the hype and promised opportunity of a technological innovation; our access to the plethora of data and subjects; and driven by the endless need to publish – due to institutional expectations – and stay informed and up-to-date.

With this comes normative behaviour to conform and to agree in order to survive and NOT to be left behind. These questions above and more critical questions we most certainly should be asking, not just of ourselves, but of the designers and engineers of the digital media space, and the markets/communities that adopt, use and ESPECIALLY promote them (i.e., the marketing and business profession), not just us that research and study them.

It is with this that the next post refers to why as a marketing academic in a business school I made the trek to DML 2010, to explore differing approaches and meet like mind colleagues, who although see the world through a different lense, can afford me the questions to help explore further why Digital Media Learning – and specifically knowledge, skills and literacy is critical for not just youth, but also for the business and marketing community of the 21st century!

Smiles
Kelly

Share and Enjoy

The conference itself opened my eyes to a number of things, one important thing is that we need to always remember the interdisciplinary nature of this field. Without an open mind and participation in conversation and sharing, often the perspective from which we approach digital media learning can cloud and sometimes blind us from anothers view of this space. As adults researching this space, our view of the world is very different from those we research and observe – be it child, young adult in HE or those engaged in lifelong learning. But from each other we can certainly share and learn.

Prof. Sonia Livingstone provided one of the best talks I’ve been fortunate to listen to in this space, and like Henry Jenkins and S.Craig Watkins, made me think. From her talk, it was evident Prof. Livingstone was unafraid or blinded by the opportunities digital technologies can provide us, opportunities and benefit we often talk about, but asked some of the more difficult but incredibly important questions, esp. when it comes to digital media learning and literacy.

It is with this notion, that I don’t feel I could justly summarise her talk, as I have and as such, I’ve provided the list of tweets and retweets I posted during her talk. Note, it was only 12 tweet, as I found myself listening to her words and for the first time in a long time … not wanting to tweet too much unless really important for the world not in that room … so I could listen.

Sonia Livingstone on “Youthful Participation in Digital Media”

1. 2010-02-21 01:28:02 drkellypage: Sonia Livingstone starting her talk on ‘youthful participation’ in digital media … all the way from LSE in UK! #Dml2010
2. 2010-02-21 01:33:15 drkellypage: Sonia Livingstone: “Life without digital media would not be life as we know it” #Dml2010
3. 2010-02-21 01:34:42 drkellypage: Sonia Livingstone: “Do we know what we mean by learning and participation and do we agree?” #Dml2010
4. 2010-02-21 01:36:02 drkellypage: Sonia Livingstone: “Struggles with what youth find with technology and not heard as much as what is exciting?” #Dml2010
5. 2010-02-21 01:38:40 drkellypage: Sonia Livingstone: “2 in 3 teenagers check the reliability of what is on the Internet“ leave a large majority who don’t check” #Dml2010
6. 2010-02-21 01:44:58 drkellypage: Sonia Livingstone: “What does the Internet add to everything in a childs life … the Internet can detract from creativity” #Dml2010
7. 2010-02-21 01:57:37 drkellypage: Sonia Livingstone: “Digital we adults have given kids the space to play in and in this also comes playing with fire? #Dml2010
8. 2010-02-21 02:04:57 drkellypage: Sonia Livingstone: “Digital participation is not the same as engagement” -KP like connections not same as connectedness #Dml2010
9. 2010-02-21 02:10:09 drkellypage: Sonia Livingstone: “what is it we want youth to learn? Not what is it we want them to participate in? #Dml2010
10. 2010-02-21 02:15:54 drkellypage: Sonia Livingstone: “Ofcom (2004) def. of media literacy is not about creativity & learning is about protection” #Dml2010
11. 2010-02-21 02:17:56 drkellypage: RT @triches: Livingstone – overestimating child’s digital skills leads to underestimate their need for digital literacy education #Dml2010
12. 2010-02-21 02:23:22 drkellypage: Sonia Livingstone: “We [academe] must be tougher on ourselves in our projects, more critical stop being nice to each other” #Dml2010

Best blog I’ve seen of Prof. Livingstone’s talk by Sheryl Grant
All @drkellypage conference tweets: drkellypage #DML2010
All conference tweets: #DML2010

Smiles

Kelly

Share and Enjoy

Following the chair’s introduction by Dr. Henry Jenkins, the opening keynote talk was delivered by S. Craig Watkins. Highly regarded for his research about race, youth and digital media usage and his books, The Young and the Digital and Hip Hop Matters. He was invited to join the MacArthur Foundation Series on Youth, Digital Media and Learning.

With this in mind and with no experience in this area I was looking forward to hearing the perspective from which he considers this space. Below is provided a few key insights I took out of his keynote talk:

• SCW Insight: The conversation around youth use of digital media and the digital divide as a racial ravine has changed. Black and latino youth are using technology and the degree of engagement has evolved considerably since 1998?

Here he poses the audience to reflect on what this conference might have looked like in 1998, over ten years ago in terms of race and usage?

• SCW Insight: If we ask them [youth] if they use and access – it assumes they are not connected for a certain period of the day? They are in fact using social media ‘more’ than heir white counterparts.

He presents to the audience a number of emergent patterns about black and latino youth usage, which challenged historical views about black and latino participation in the digital media space:

1. Usage is mobile: Mobile phones are merging as the preferred platform. 92% own a mobile phone …
2. Usage is peer and Interest driven: They are ‘Living and learning’ with new media …  engaging their peers … peer interaction … peer informed spaces that drive their usage and interest driven genres (e.g., hip hop)…
3. Use digital media is the new town square: ‘Back in the day’ .. hip hop … youth always writing stories, carrying pens and papers, documenting  their stories about their life in poems and hip hop … today, the digital landscape is the new town square about hip hop … they go online to engage with their community, and engage in a ‘stunning’ critique about the world around them ….
4. Use digital media as a space of opportunity: Messaging & hanging around in digital media is NOT just wasting time, but they are creating gateways for them to create opportunities and engage with what they are love and passionate about … e.g., a young girl who used hip hop to connect with hip hop artists, but also to connect with her friends and record/tweet about her own hip hop …

He goes on to discuss the affinity between social media and hip hop (e.g., mobility, DIY, peer-based learning, participatory, view of them in their world) and summarises some key tenants of what they have learnt so far about black and latino youth in the digital media space:

1. Black youth capital is about – ‘keepin it real in the digital age’
2. Black cultural capital wherein “soft skills” and code switching in/between digital and real world is important. Soft skills he defines as the ways people interact with others, esp. how they talk … black and latino youth profiles in digital space, how they present themselves, their linguistic practices, these styles of behaviour suit their peers, but not perhaps the wider/formal view of the world (e.g., getting a job).
3. Creating and critiquing expression and peer-group connection: Digital media is the space where they grapple with their own fears and their own concerns and peer-group connection. He gives an example of New Orleans and Katrina and how a young boys digital media practices changed before (i.e., didn’t use/value Myspace) and after Katrina (e.g., place to express and reconnect with his peers, post evacuation.
4. Creating and critiquing the politics of race and place … public memorials, grieving and engagement with social issues… are engaging with differing skills and life experiences and these life experiences are shaping their interaction and participation in the digital world.
5. Creating and critiquing in any place through digital space … Black/Latino … more likely than white via handheld … more reliable than home access and in these places they feel ‘policed’, not so with mobile technologies … mobile becomes an empowered space in any place …

In summary, S. Craig Watkins poses some interesting insights into not just the usage of black and latino youth with digital  media, disposing the historical view of the 1990’s of the synergy between race and digital divide .. but also sharing his learning on black and latino youth in the digital space … their experiences, values and in his words ‘how they are in this world’ (S. Craig Watkins, DML-2010).

From this delivery I felt an additional area worth exploring:

1. In addition to how black and latino youth use, are, see, interact and participate in the digital media space, how does digital media make black and latino youth feel as part of this experience? This question comes from an exploratory study with MedisSnackers in the UK that I was fortunate to be part of entitled: The Web Makes Me Feel!

Smiles
Kelly

Share and Enjoy

Dr David Theo Goldberg & Dr Heather Horst from UCHRI opened the conference outlining the digital media and learning initiative Digital Media and Learning Research Hub that was launched over 4 years ago with the idea to bring together scholars, practioners and society with a focus on ‘education and learning’ through, with and about digital media technologies.

With this they pose a number of questions for consideration over the new few days:

1. Are young people learning differently because of digital media?
2. What does learning or what will it look like over the next 5, 10 15, years?
3. How will/does education  prepare our children for the 21^st century?

Interesting questions to reflect on, which I’ll no doubt revisit on Sunday, when the conference has come to a close, but the conversation will surely continue. But here I raise perhaps another question to ponder about when thinking of participation and inclusivity in learning communities to include ‘ALL’ learners:

4. How will/does education (about, with and through digital media) prepare us (adults, teachers, educators, parents) for the 21st century and esp. for (youth) community engagement and learning?

Learning and education does not stop when we move beyond a youth classification. I’m excited by this focus of the conference, but also will reflect in the context of all communities – youth, younger adults, formal, informal for ‘life-long’ learning. Developing skills, knowledge and dare I say it ‘expertise’ for participation in these diverse learning communities about, through and with digital media.

Why? So we can ALL participate in this emerging socio-technical culture that is influencing learning and education, esp. with youth and younger adults who are more deeply emersed and participating.

Be it from an education, government, public policy or business community – developing skills and understanding learning and knowledge of digital media in ‘adult education’ (e.g., higher education, ongoing professional development), also calls for consideration. For can these communities of learning practice be separated? Should they? Or in effect … what can we learn from each other?

This is the very nature of participation in learning communities … we are all learning and educating …  and sometimes we (adults) are the student, sometimes the teacher … esp. when it comes to digital media!

Share and Enjoy

Is anybody exploring this question? Increasingly we see hundreds of reports telling us about how many people are using twitter, uploading photos to Flickr, the average number of friends we have on facebook.

But no one seems to be asking the deeper questions about how is the web making people feel? Or even discussing if this is an important question to ask? So we decided to ask it!

Over the last few months, I’ve had the fortune to work with some great people in the area of Social Web – DK and Mark from MediaSnackers and we’ve been asking just this question as part of a project called The Web Makes Me Feel (TWMMF)

TWMMF is a MediaSnackers project exploring the emotional responses to the web among 13-19 year olds in the UK. CASE Insights collaborated with MediaSnackers to analyse the data and produce a detailed report of insights from the findings.

Why TWMMF?

This project came out of discussion at MediaSnackers about how all the research about Youth and the Web we often see, hear and read most of it is about usage behaviour and profiling and segmenting youth based on their technology usage and is what we already know.

13-19 year olds are often called digital natives, super-communicators and mediasnackers. We know they are heavy users of mobile phones, Facebook and Bebo, they love downloading music and playing games online and we also know they are not using Twitter or reading newspapers. These insights are no thanks to the recent report by 15 year old Matthew Robson for Morgan Stanley, we’ve actually known this for a while (Oh Hum!!).

But a big question all this research is missing is: How does the Web Make You Feel?

Human beings are powered by emotion, not by reason!

Reason alone cannot make us feel anything and it’s how we feel that motivates our behaviour. Why then do we continue to treat human beings as rational consumers of the web?

Hundreds of research reports, papers and presentations scatter the web profiling and modeling economic and rational motives for web usage. Focused on how easy or useful the web is, or on complex formula and metrics profiling web behaviour, we thought we might be missing a trick.
Formulas can’t deal with human emotion. Formulas have no imagination or empathy. Formulas can’t tell you how the web makes me feel?

In reality, our experiences are shaped by deep feelings and emotions – feelings of joy, fear, love, hope, fantasy, happiness and sometimes even a little magic.  Every person we deal with is an emotional human being and yet we continue to treat them like: Numbers. Targets. Statistics.

When faced with complex or inadequate information we fall back on a hybrid approach in which reason and emotion become intertwined. However when they are in conflict, emotion wins every time. The neurologist Donald Calne puts it brilliantly:

‘The essential difference between emotion and reason is that emotion leads to action while reason leads to conclusions.’

So How Do Youth Feel?

So coupled with over 1000 postcards, we targeted youth across the UK to tell us in their own words, one word to be exact: The Web Makes Me Feel …. and then in a few more words to explain: Becuase …

Over 431 postcards were returned and analysed, identifying over 143 emotions and over 65 reason why the web made them feel that way.

The top 10 emotions expressed by 13-19 year olds were: Happy. Connected. Good. Excited. Free. Entertained. Bored. Interested. Sociable. Independent. Overall youth found the web made them feel positive, however as they got older, around the ages of 17-19, youth reported significantly more negative emotions.

Yesterday, 15th July 2009 at NESTA in London we launched the website and report. To read more about the insights from the project and how the data was collected and analysed, download the detailed The Web Makes Me Feel Report.

Maybe this will start you thinking more about: How does the web make you feel?

« CASE Insights: Exploring Marketing’s Evolution Through Technology »

Share and Enjoy