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What you are going to do...

9 January, 2015 - 09:41
Available under Creative Commons-ShareAlike 4.0 International License. Download for free at http://cnx.org/contents/3d8499e9-08c0-47dd-9482-7e8131ce99bc@11.15

Exercise 1: Prepare a STS Grid

  • Construct a socio-technical system (STS) grid for public schools in Puerto Rico
  • Using the templates found at m14025 (Socio-Technical Systems in Professional Decision Making) identify the key constituents such as hardware, software, physical surroundings, etc.
  • Select key levels for analysis. For example, you may want to look at the STS from the standpoint of individuals (students and teachers), small groups (public school systems), and institutions (education and business).
  • Starting with a short list of values, identify the values embedded in the public school STS and, if possible, the specific components in which these values are embedded. A good place to start is to see how different physical arrangements of the classroom embody different approaches to education.

Values in STSs

Values that can be used for exercise 1 include Justice (equity and access), Property, Privacy, Free Speech, Responsibility (Safety). More on these values can be found by clicking on the Computing Cases link provided in this module. Several of these values are defined in the Ethics of Team Work module, m13769.

Exercise 2: Identifying Potential or Latent Problems in STSs

  • Choose one of the following three problem areas to help focus your work: (1) value problems that may arise when laptops with their current design are integrated in the PR STS; (2) value problems that may arise by the digitalization of textbooks and other educational materials; (3) value problems and potential harms that may arise during the disposal of spent laptops.
  • Compare values embodied in current laptop design with those embodied in the Puerto Rican public school STS. Are there any conflicts? What are these?
  • Look more closely at the Puerto Rican public school STS. Are there any conflicts that will be high lighted, exaggerated, or increased by the integration of laptop computers.
  • Finally, look for potential harms that could occur in the short, middle, and long term future.

Exercise 3: Develop Counter-Measures to Problems

  • Generate 5 to 10 options to respond to the problems you have identified. Make sure that you include the status quo among your options.
  • Check each option against the problems you have identified. Does the option solve the problems identified in your STS analysis? Does it integrate the conflicting values and avoid untoward results? Does it give rise to new problems?
  • Prepare a short presentation for the class (5 to 10 minutes) where you outline your problem, set forth the range of solutions you have identified, and describe and justify your solution. Be sure to address issues that may arise when you turn to implementing your solution.
  • Provide a one or two sentence argument that your solution is best for delivering on social responsibility.

Exercise 4: Evaluate the Microsoft Philadelphia Public Schools Project

  • Listen to/read the news report on the Microsoft Foundation's project to integrate computing technology in Philadelphia. (You can find it by clicking on the link in this module.)
  • Is this an example of a corporation carrying out its social responsibility to the surrounding community?.
  • Evaluate Microsoft generally in terms of its social responsibility.