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MA ADA 2007 > articles > A penetrating gaze in the cyber-world

A penetrating gaze in the cyber-world

May 7, 12:55 AM · Jo Choi

According to Graham, human life contains actions and objects whose purpose is to sustain life (the useful); meanwhile, it must contain others whose is to make life worth sustaining (the valuable). If the value of the valuable is the satisfaction of desire, as a computer generation, we have to ask: is new technology worth desiring? It matters about whether it can empower us to shape a better future.

iTheater video glasses

Obviously, new technology has transformed society in enormous ways socially, economically and politically. It affects every aspect of our daily lives. Computers, mobile phones, digital cameras, MP3 players, ipods and pairs of iTheater video glasses – all technological products are what people pursue for gaining more free, effective and convenient lives. Technology also allows people to ‘get more done’ in the day. However, Dalke claims that it does not really help anyone to have more free life if we cannot control technology and its penetration in our everyday life. He emphasizes that true freedom by using computer technology comes from being empowered to choose to do what you want to and being conscious to know why you want to do it. Otherwise, our future may just like what Sciller warned ‘it is possible and even likely that the future may be more manipulated than the already considerably managed present.’ (Slevin 2000). We then become the slaves of new technology.

Computers anywhere and everywhere

Despite the concerns about exposing children to inappropriate commercial, sexual, or violent contents, parents and teachers strive to provide children internet access and ICT teaching helping them to discover more in learning on one hand. On the other, do they realize that balance of physical and social activities of children and adequate adult guidance in using new technology also play vital roles in youth growth? Indeed, children’s computer access and patterns use vary distinctly depending on the teaching approach and their family backgrounds. Some emphasize on the use of technology for developing higher-order thinking skills. For this, do they discern the differences between ‘equality of digital opportunity’ and ‘equality of educational opportunity’? To construct a healthy learning environment for children, different partnerships between schools, family, and advocacy groups are indispensable for confronting this long-term challenge. (Shields and Behrman 2000; Wartella and Jennings 2000)

References:
Dalke D. (2001). The other side of the digital divide. Source: Sparkissue19.
http://www.spark-online.com/issue19/index.html

Graham G. (1999). The Internet: a philosophical inquiry, London: Routledge.

Slevin J. (2000). The internet and society, Cambridge: Polity Press.

Shields M. K. and Behrman R. E. (2000), Children and Computer Technology: Analysis and Recommendations. Source: The Future of Children, Vol. 10, No. 2, Children and Computer Technology (Autumn 2000), pp. 4-30. Last accessed:01.04.2007

Wartella E. A. and Jennings N. (2000). Children and Computers: New Technology. Old Concerns. Source: The Future of Children, Vol. 10, No. 2, Children and Computer Technology (Autumn, 2000), pp. 31-43. Last accessed:04.04.2007

 

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