1. April 24, 2008SA/DSE1 Automation, Globalization, and Outsourcing Will we need a new economy?  Do governments have an obligation to provide permanent public assistance to the chronically unemployed?  Should large companies be required to give several months’ notice to workers whose jobs are being eliminated? Should they be required to retrain workers for other jobs?  Should large companies be required to file “employment impact statements” before replacing people with machines, in the same way they’re required to file environmental impact statements before implementing policies that might harm the environment? IT in Edu., Gov., Buss., & Community

2. April 24, 2008SA/DSE2 Automation, Globalization, and Outsourcing  If a worker is replaced by a robot, should the worker receive a share of the robot’s “earnings” through stocks or profit sharing?  The average work week 150 years ago was 70 hours; for the last 50 years it has been steady at about 40 hours. Should governments and businesses encourage job-sharing and other systems that allow for a work week that is less than 40 hours?  What will people do with their time if machines do most of the work? What new leisure activities should be made available?  How will people define their identities if work becomes less central to their lives? IT in Edu., Gov., Buss., & Community

3. April 24, 2008SA/DSE3 Education in the Information Age The Roots of Our Educational System Developed more than a century ago Teach students the basic facts and survival skills they need for jobs in industry and agriculture Known as a factory model because it assumes:  All students learn the same way and all students should learn the same things.  The teacher’s job is to “pour” facts into students, occasionally checking the level of knowledge in each student.  Students are expected to work individually, absorb facts, and spend most of their time sitting quietly in straight rows. IT in Edu., Gov., Buss., & Community

4. April 24, 2008SA/DSE4 Information Age Education How should education provide for students in the information age?  Technological familiarity  Literacy  Mathematics  Culture  Communication  Learning how to learn “Education is the kindling of a flame, not the filling of a vessel.” —Socrates IT in Edu., Gov., Buss., & Community

5. April 24, 2008SA/DSE5 High-Tech Schools  Computer Aided Instruction  Productivity Tools  Distance Education: Virtual Schools IT in Edu., Gov., Buss., & Community

6. April 24, 2008SA/DSE6 Lesson Summary  Information technology is having a profound influence on the way we live and work. It is likely to challenge many of our beliefs, assumptions, and traditions.  The modern, automated factory uses computers at every level of operation.  Today’s office is more likely to emphasize networked PCs and workstations for decentralized enterprise computing; so far, predictions of widespread computer- supported cooperative work and paperless offices have not come true. Social & Ethical Issues

7. April 24, 2008SA/DSE7 Lesson Summary (continued)  A growing number of workers use computers to work at home part- or full- time, staying in contact with their offices via the Internet.  The impact of computers varies from job to job. Some jobs are de-skilled—transformed so that they require less skill—while others are up-skilled into more technologically complex jobs.  The biggest problem of automation may be the elimination of jobs. Social & Ethical Issues

8. April 24, 2008SA/DSE8 Lesson Summary (continued)  In the information age, when students can expect to change jobs several times, we need schools that teach technological familiarity, literacy, mathematics, culture, communication, problem solving, and, most importantly, the ability to learn in and adapt to an ever-changing world.  Clearly, computer technology can have a positive educational impact, but computers alone can’t guarantee improvement.  A small but growing number of families use home computers for basic business applications, education, information access, communication, entertainment, and creative pursuits; all of these tools will radically change as technology evolves over the next decade. Social & Ethical Issues

9. April 24, 2008SA/DSE9 Social and Ethical Issues Social & Ethical Issues

10. April 24, 2008SA/DSE10 Objectives  Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally Social & Ethical Issues

11. April 24, 2008SA/DSE11 ACRL Information Literacy Standards  Standard One: Determine the extent of information needed  Standard Two: Access the needed information effectively and efficiently  Standard Three: Evaluate information and its sources critically  Standard Four: Incorporate selected information into one’s knowledge base  Standard Five: Use information effectively to accomplish a specific purpose  Standard Six: Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally Social & Ethical Issues

12. April 24, 2008SA/DSE12 What are “Ethics”  Social & Ethical Issues

13. April 24, 2008SA/DSE13 Various Ethical Issues in IT  Ethical dilemmas  Plagiarism  Piracy  Hacking  Computer crime  Viruses  Ergonomic/health issues  Job Displacement  Digital Divide  ……. (see. Ruth Rikowski) Social & Ethical Issues

14. April 24, 2008SA/DSE14 Social & Ethical Issues (p. 21-23)  The threat to personal privacy posed by large databases and computer networks  The hazards of high-tech crime and the difficulty of keeping data secure  The difficulty of defining and protecting intellectual property  The threat of automation & the dehumanization of work  The abuse of information as a tool of political and economic power  …… Social & Ethical Issues

15. April 24, 2008SA/DSE15 Internet Issues: Ethical and Political Dilemmas (p.331)  Filtering software to combat inappropriate content  Digital cash to make online transactions easier and safer  Encryption software to prevent credit card theft  Digital signatures to prevent email forgery  Access and censorship  The digital divide Social & Ethical Issues

16. April 24, 2008SA/DSE16 Net-& Messaging Ettiquette (p.288)  Say what you mean, say it with care  Keep it short  Proofread your message  Don’t assume you are anonymous  Learn “non verbal” language of the Net  Know your abbreviations  ……. Social & Ethical Issues

17. April 24, 2008SA/DSE17 Ethical Issues of E-Commerce (p. 482)  An organization’s code of ethics should include: A clear, explicit statement of the organization’s privacy policy A policy statement addressing situations in which a person’s permission must be secured before his/her ID, photo, ideas, or communications are used or transmitted A clear policy stating how the company will inform customers of the intended uses of personal information gathered during an online transaction and how the company will secure permission from customers for those uses A statement that addresses issues of ownership with respect to network postings and communications A policy of how the company monitors, or tracks, user behavior on Web sites Social & Ethical Issues

18. April 24, 2008SA/DSE18 Software Piracy and Intellectual Property Laws (ch. 4)  Software Piracy—illegal duplication of copyrighted software The software industry is a $50 billion a year business sector. Billions of dollars are lost each year to software pirates. One-third of all software is illegally copied.  Intellectual Property and the Law Intellectual property includes the results of intellectual activities in the arts, science, and industry. Laws ensure that mental labor is justly rewarded and encourage innovation. The information age requires the outdated and inconsistent intellectual property laws to be changed and adapted. Social & Ethical Issues

19. 19 Do you know? 1# Vietnam 90% 3# Indonesia 87% 2# Zimbabwe 90% 5# Pakistan 86% 4# China 86% Software Piracy (2005) Social & Ethical Issues

20. April 24, 2008SA/DSE20 Freely Modifiable Free Use Proprietary SW  Free SW  Open Source SW Proprietary, Free, Open Source SW Social & Ethical Issues

21. April 24, 2008SA/DSE21