4jj3 Virtual Symbol
Student
Class
Essay

Theme School on Science, Technology & Public Policy: STPP 4C03 (1999):

Selected Topics: The Internet, Society, and Social Change

I. Objectives of Course

Instructor: Carl Cuneo, KTH-608; Carl.Cuneo@LRSH.biology.mcmaster.ca 

This course explores the social, economic, and political implications of the Internet, and policy issues arising from such implications. Emphasis will be placed on: 
  1. Information Technology Revolution
  2. Globalization and the Information Technology Revolution
  3. Inequalities in Access to the Internet; role of class, age, gender, race, income, and globalization
  4. Computer-Mediated Communications on the Net, and differences between In Real Life and In Virtual Life; Role of Virtual Communities
  5. Multi-User Dungeons and Experimentation with Self Identities
  6. Gender as empowerment and harrassment.
  7. Education on the Internet
  8. Employment, Telework, and Electronic Networks
  9. Debates about state policies regarding the Internet: role of information, electronic democracy.. 

The ultimate objective of the course is to develop a number of policy recommendations on the above topics. These can be positive recommendations of actions that should be undertaken, or they can be negative recommendations against taking any actions at all. In either case, they have to be rationally justified.

II. Initial Questions/Answers

  1. Computer Skills: This course is not primarily about the teaching of computer skills. However, in order to function on the Net, some computer skills are required. We will do a self-audit to determine whether we possess the following skills. If not, we will attempt to do some introductory teaching of:
  2. Social vs Technicism: The course is mainly about the POLICY implications of the SOCIAL analysis of the internet - that is, the social relationships created by participating on the Internet, some social factors influencing this, and social consequences of it.
  3. Essays: There are two major requirements for this course: a series of critical assessments of readings; and, building on this foundation, the development of group individual research paper components which are built into a single class essay consisting of research and policy recommendations regarding the nature and role of the Internet in society. This course outline is filled with resources and indexes to resources that should prove useful in finding materials for the essay.
  4. Course Outline: This course outline is available in hard copy and electronic format on the world wide web. The Web version is "hot" in two senses - it contains active links to other sites accessible through mouse clicks, and it is dynamic in the sense that new material will be added to it as the course progresses (however, please note that the requirements will not change).

III. Class Communications: How to Contact the Instructor and Students

IV. Computer Lab Workshops

You can access this course, its resources, and the Internet either from off-campus if you have an internet connection, or on campus from the CIS student computer labs.
    We will discuss whether to offer one or more of the following four computer labs, depending on the needs of students in the class:
  1. LearnLink KTH B121 (September 22nd)
  2. Netscape / Web Searches
  3. PowerPoint KTH B121
  4. HTML Editor (Web Page Design) (Web-O-Rama or HotMetal Pro or Front Page)
    In order to use the labs, you must be fully registered for the following CIS Services via MUGSI. 
  • Your personal P.I.N. number (gives you access to a variety of services and information) 
  • lab account and password (note: password is alphanumeric and case sensitive) 
  • MUSS E-mail (note: you can use LearnLink e-mail instead) 
  • Modem/Printing / Off-Campus Web Proxy  (In the Fall of 1999, this is now a single password)

You have the responsibility for making the proper arrangements, if you have not done so already, to register for these services. Click on the following for further information on MUGSI CIS Services registration.

 

V. Requirements / Asssessments

Requirements  Due Date % of Grade
1) Ten 500-Word Critical Assessments of Readings Hard Copy and LearnLink for Appropriate Weeks 5% Each; Total=50%
2) Research Proposal Hard Copy and LearnLink: October 13th
Class Presentation: Oct. 20th		 10%
3) Draft Research Paper (Penultimate) Hard Copy and LearnLink: November 17th
Class Presentation: November 24th		 20%
4) Final Class / Individual Component Research / Policy Recommendations Essay (combination of weekly topics) (see list of possible research and policy issues) Hard and Web Copy Due:December 8th
In-Class Presentation: December 8th		 20%
(10%=Individual Polish);
(10%=Overall Integration [Introduction, Conclusion, Common Argument Throughout] )

VI. Procedures

1. File Formats and Postings for Assignments

The following procedures must be used in handing in assignments. Students using other procedures cannot be guaranteed that their work will be accepted for grading.

  1. Critical assessments, research proposals, drafts, and final research papers must be handed in using two formats - hard copy and electronic (LearnLink and/or web). Weekly critical assessments (10) are handed in hard copy at the end of each class, and posted on LearnLink by the end of the day. This is the only time they will be accepted.
  2. Electronic copies will be handed in via LearnLink. The html version of the final class essay must be handed in on a diskette (please follow the instructions given in class).
  3. All files posted on LearnLink must be to the appropriate conference folders (please follow instructions given in class). Weekly critical assessments must be copied to the body of an email message, and given appropriate subtitles and edited format. Paper proposals and research paper drafts may be attached as a file to an email message (in addition to the hard copies).
  4. No electronic files will be accepted unless they are in plain dos ascii text format (with a *.txt extension), Microsoft Word (with a *.doc extension), Corel Wordperfect (at least verson 6.1) format (with a *.wpd extenstion), or a web html format (with a *.htm extension).
  5. Filenames must convey a unique meaning combining your surname with the topic of the assignment.

2. Late Penalty

Planning your work, scheduling time and meeting deadlines is an important skill and a reality of life inside and outside the university. As incentive to develop this skill, and to be fair and equitable to all involved, late papers and other assignments will be penalized at the rate of three (3) percent per day, including weekend days. (If an assignment is due at the end of an evening class (8:20 or 9:20 PM) it will be considered one day late any time after 8:20 or 9:20 p.m. the following day).

3. Statement on Academic Ethics

We are required to abide by, and refer you to, the “Statement on Academic Ethics” and the “Senate Resolutions on Academic Dishonesty” which you can find in the Senate Policy Statements available from the Senate Secretariat Office, room 104, Gilmour Hall.

VII. Sample Research / Policy Recommendations Essay Questions

Good research questions invite an explanation in response to a 'why' question. They contain a contradiction, riddle, or dilemma. The answer is not obvious; in fact, many alternative answers should be possible, leading to further questions. (See Bob Hudspith's Inquiry Paradigm at: http://socserv2.mcmaster.ca/~fss/inquiry/artofinq.htm The individual component of the class research paper must be selected from one of the weekly topics, and can more specifically be guided by one of the following research questions. Alternatively, you may select your own. However, if you choose to do so, it must meet the criteria for a good research question in this paragraph.

  1. Politics: If the Internet is hearlded as a medium for electronic democracy or open debate about political issues among world citizens, how is it possible for the economically disadvantaged and undeveloped counties to engage in politics? What measures would you recommend to enhance the level of political participation on the Internet by disadvantaged persons in the First and Third Worlds?Week 2: Policy, State, and Internet
  2. Digital Organizing: If feminist, labour, and green groups view computer technologies negatively, why do they conduct many of their activities (including communications and grassroots organizing) via computers and the Internet? What measures would you recommend to increase the political mobilization of disadvantaged groups through the Internet? What are the advantages and disadvantages of doing so? What do you think will be the response of governments and corporations to these initiatives? (e.g the MAI or Chiapis cases). Week 2: Policy, State, and Internet
  3. Privacy: If Internet users know their e-mail messages are not private, if their visits to web sites can be monitored, and if information about their internet activity can be collected and sold to third parties, why do they continue to use the Internet, especially if they are concerned about privacy issues? What laws should governments implement to protect the privacy rights of individual citizens? What measures would you recommend for corporations? Week 2: Policy, State, and Internet
  4. Censorship: If freedom of speech and open expression of ideas are desirable goals of democratic societies, especially among the highly educated, why has there been so much discussion and debate about censorship, and efforts to restrict free speech, on the Internet, especially among the highly educated? Should certain expressions of views, such as hate, be prohibited on the Internet? What measures, if any, do you think governments should take in this area? What measures should individuals and families take? Week 2: Policy, State, and Internet
  5. State Regulation: If the Internet expands beyong national borders, making national state regulation difficult, and if states lose some of their powers to the forces of globalization, how can national govenments regulate the use of the Internet within their borders? What international and national measures would you recommend to states to exerecise some, if any, control over the use of the Internet by their citizens? Week 2: Policy, State, and Internet / / Week 4. Informational Economy and Globalization
  6. Information Technologies: What have information and communication technologies in general, and the internet and Web in particular, spread so quickly, especially given people's prefernce for face-to-face communications? What are some of the constraints in the spread of ICTs, especially on a global scale? What measures would you recommend to governments to either promote the faster diffusion of ICTs, or slow down their developments and bring them under greater rational control? Week 3. Information Technology Revolution
  7. Business: (a) If a major goal of corporations is increasing profitability, and (b) if computer technologies (replaced every three to five years) are very costly, and (c) if employees lose considerable productivity through hardware breakdowns and learning new software and upgrades, and (d) if employees 'waste time' on the Internet during work hours, why are corporations making almost all aspects of their business dependent on computer technologies? What measures would you recommend to increase the efficinet use of the Internet by businesses? Week 4. Informational Economy and Globalization
  8. Electronic Commerce: If there is general distrust about the reliability and security of the Web, why is electronic commerce increasing? Why are people willing to give their credit card numbers over the Internet when there is concern about the security of web information? Why are people willing to shop on the Internet when they do not have an opportunity to exercise all of their senses in evaluating the product they are about to purchase? What measures would you recommend to increase the level of e-commerce sales from both a comsumer and business standpoint? Week 4. Informational Economy and Globalization
  9. Language, Ethnicity and Nationalism: If the Internet is a medium for the expression and distribution of the cultures of local groups and individuals, why has it become a medium for the hegemony of the white, western world and the english-american language? What measures would you recommend to increase the participation on the Internet by non-whites, and third world countries? Week 5: Inequalities of Access
  10. Age: If technophobia increases with age, why are seniors one of the fastest growing groups who are starting to use the Internet? OR What is the contradiction between digital life long learning (seniors using the Internet to upgrade their skills and education), and increasing levels of technophobia with advancing age? Week 5: Inequalities of Access
  11. Social Skills: If heavy Internet users do not develop their face-to-face social skills by spending so much time on their computers and so little time with friends and families in their immediate surroundings, how are they able to engage in communications on the Internet where they must develop higher-order empathic social skills due to the lack of visual cues in relationships with distant others? What policies should be recommended regarding heavy Internet use? Week 6: CMC / Community.
  12. Community: If the Internet destroys neighbourhood and other local communities, how can it be argued that the Internet creates, or recreates, virtual communities with distant others? This paper must deal with the debates regarding the definitions and meaning of 'community', both physical and virtual. What policies should be recommended regarding the viability of physical communities and virtual communities? Week 6: CMC / Community.
  13. Computer-Mediated Communications (CMCs): If people need verbal and non-verbal dimensions of communication in order to express emotion and feeling, how can emotion and feeling be transmitted in computer-mediated communications (cmcs) where there is often dependence on one channel of expression, such as typed text? What policies can be recommended regarding the balance between face-to-face and computer-mediated communications? Week 6: CMC / Community.
  14. Literacy: If the Internet involves more human communications by reading, writing, and typing on e-mail, listservs, chats, talkers, usenet, etc., how can it be argued that the Internet brings about the death of literacy, reading and writing skills, and books? If there is greater use of libraries through online access and digitization of holdings, archives, and databases, how can the existence of libraries and their budgets be threatened? What measures would you recommend to enhance the writing and reading skills of net surfers? Week 6: CMC / Community.
  15. Machine Alienation: If people are alienated from machines, how can they so intimately express their personalities and feelings through the computer screen, such as in the development of romantic relationships? (see Sherry Turkle) Does the physical design of the computer, such as the IMAC or the G3, make any difference to the expression of personalities and identities through computers? What policies would you recommend regarding the design of computers to make them more compatible with the expression of individual personalities and social communities? Week 6: CMC / Community.
  16. Multi-User Dimensions/Domains/Dungeons (MUDS): If people need a stable sense of self-identity and knowing who others are (identification of others) in order to function in real life, why are they so willing to experiment with alternate identities in MUDS? If MUDS encourage the destabilization of self-identities, should their use be regulated? Week 7: MUDS
  17. Gender: If the Internet is a hostile environment for women, why are women one of the fastest growing sectors of the population joining, and participating on, the Internet? What measures, if any, would you recommend to equalize the differences in internet participation and comfort level between women and men? (Fact: Between 1994 and 1997, women as a percentage of all users of the World Wide Web increased from 5% to 31%, while men dropped from 95% to 69%). / Week 8: Gender
  18. Pornography: If there are strong community standards opposed to pornography, why are pornography sites on the Internet (Usenet, Web, Listservs, Chats, MUDS, MOOS, etc.) growing so fast in participation and popularity? If individuals publicly oppose or are silent about pornography, why do they privately access pornographic sites from their computers at home, work, and school? What measures, if any, would you recommend to control the amount of pornography, especially child pornography, on the Internet? Give your rationale. Week 9: Pornography
  19. Video/Computer Games: If there is a high degree of violent content in many video and computer games, does this mean that the frequent user will exhibit a greater degree of aggression and violent towards others in their daily lives? If not, why not? Does the answer depend on the personal and social characteristics of the user, such as their age, gender, and level of education? What measures, if any, would you recommend to regulate the degree of violence in video game content? Week 10: Video/Computer Games
  20. Education: If face-to-face communications among students and teachers in classrooms are desirable for quality teaching and learning, and if computers reduce such communications, why are schools rapidly introducing computers in the classroom, and why is distance education via computers growing each year? What measures would you recommend to increase the effectiveness of computers for learning? Do you think any measures are need to control the commercialization of education as a result of information and communication technologies? Week 11 - Education
  21. Work: If computer technologies have resulted in increased levels of unemployment, why have jobs dependent on computer technologies been increasing? What measures would you recommend to reduce the unemployment as a result of computer technologies, and increase job growth? Week 12 - Work
  22. Telework: If employees and workers want the social climate of the physical workplace, and if housewives want to escape from the household by engaging in wage labour, why have telework and telecommuting over the past decade increased? What measures would you recommend to decrease the isolation of teleworkers and increase the quality of their working conditions? Week 12 - Work
  23. Technical Skills: If computer technologies reduce the skill level of the labour force, why do they require a higher level of skill to understand and manipulate, as in computer programming and secretarial jobs? Week 12 - Work

VIII. Guidelines for Research / Policy Recommendations Essay

  1. General Essay Design: The class will produce one collective essay consisting of research and policy recommendations. Each individual component will be written by a group of students. These individual components must be integrated into an overall coherent essay. The final class essay will intially be produced in a wordprocessed document, and then converted to html with the help of the instructor, and placed on a McMaster web site as a collective product of this course.
  2. Proposal: Each group will write a proposal and present it to the class and on LearnLink.
  3. First Draft: Students will write an initial draft of their individual components and present it to the class and on LearnLink. Discussion of them will form the basis of the overall class essay.
  4. Role of Critical Assessments: The weekly critical assessments of papers will form the starting point of the individual components of the class essay. However, the final individual components will be based on research that contains resources beyond those in the critical assessments.
  5. Length: The size of the individual paired essays should be about 10 double-spaced pages or 2,500 words, plus bibliography and charts, tables, etc. The size of the class paper should be about 10 pages times the number of students in the class divided by two, plus abstract, table of contents, bibliography, charts, tables, etc.
  6. Group Size: Class members will be divided by the instructor into groups of two members each. Heterogeneity between Faculties, rather than personal friendship among students, will be the guiding principle.
  7. Group Interaction: Students will work together in the development of thier individual group components and overall class paper through discussions in class, through meetings outside of class time, and by sharing e-mail messages, files and resources in the STPP4C03 course conference on LearnLink.
  8. Mark: The mark for the class essay (50%) will be divided between a proposal (10%), an individual group component (30%) and a common class component (10%)
  9. Individual Component: 30% of the mark will be based on the identifiable individual components in the final essay traceable to the individual student (e.g. colour coding of text or bracketed initials at the beginning and end of each component can be utilized). Each student will get 5% of the 10% proposal mark, 10% of the 20% for the draft, and 5% of the 10% for polishing the final component based on class and instructor feedback.
  10. Synthetic Introduction, Conclusion and Overall Organization and Coherence: The 10% final class research paper mark will be for a well organized table of contents, abstract, synthetic introduction, synthetic conclusion, systematic organization of a single bibliography and footnotes/endotes, the overall coherence and organization of the essay, and the final web design and format. The synthetic introduction should pose the central dilemma and research question that the paper attempts to tackle, summarize the main arguments of the paper, and integrate the individual sections of the paper. It should show evidence of the coherence and quality of the paper. The synthetic conclusion should pose the common and unique implications arising from the individual sections of the paper. It should make policy recommendations arising from the research for the paper. These should be justified rationally and by evidence.
  11. Central Research Question: All essays (individual components and overall class paper) must start with a central research question, which should then branch out into a number of secondary working hypotheses and assumptions.
  12. Essay Topic: The topic of each individual component must be one of the weekly issues considered in this course. These have been translated into more specific research questions in Section VII. Students are strongly encouraged to consider one of these as their questions for their individual components. However, students may develop an alternative one, with the approval of the instructor.
  13. Essay Integration: One danger of developing an essay among between two group members is that each member writes an independent section. The two sections are then patched together or juxtaposed, with little overall coherence. Make sure the essay is well integrated around a central argument, and that the sections are well integrated with one another, and with the overall essay. This will be one of the major criteria used in assigning 10% for the overall class essay.
  14. Sources: All essays must be based on both traditional library materials and electronic internet materials using the resources in this course outline as a starting point. Minimal expectations are 5 hard copy books, 5 hard copy academic refereed journal articles, and 10 academic online research sources on the Internet. You must use high quality sites and material, such as online refereed journals.
  15. Critical Thinking: The guidelines for writing the essay must include the same components as used in the essay by Richard Paul and Linda Elder (1996) Helping Students Assess Their Thinking.
  16. Electronic Referencing: You must use Crane's APA guidelines for citing electronic materials listed under the Resources section of this course outline (or, go directly to http://www.uvm.edu/~ncrane/estyles/apa.html)
  17. Subsections: Titles and subtitles must be used to set off sections.
  18. Visuals: You may include diagrams, tables, graphs, pictures, etc. In fact, a concept map helps the reader get a sense of the overall structure of the essay. It is highly recommended that you use a "concept map" in the final class essay to visualize the overall structure of the essay and its main ideas. For examples of a concept map, go to http://www.december.com/cms/images/cmcper.gif or http://socserv2.mcmaster.ca/soc/courses/soc2r3/conmap1.htm or http://socserv2.mcmaster.ca/~fss/inquiry/inquiry.htm)
  19. Format: The individual componment essay must be handed in to the instructor in hard copy paper format and posted to LearnLink as an attached file to an email message in the STPP course fodler. If your essay has hyperlinks, it should also be provided to the instructor and other students in electronic web or html format. The final class essay must be handed in by hard copy, and and in html web format. You may give the instructor the appropirate files on a diskette. He will transfer them to the socserv2 web server.
  20. Due Date: See the table under V. Requirements / Asssessments

IX. Guidelines for Research Proposal

  1. Length: The proposal for the individual research component should be about five double-spaced pages, plus bibliography.
  2. Research Question: It should lead off with a statement of the main research question to be tackled. This should be justified with reference to the literature. To repeat: Good research questions invite an explanation in response to a 'why' question. They contain a contradiction, riddle, or dilemma. The answer is not obvious; in fact, many alternative answers should be possible, leading to further questions. (See Bob Hudspith's Inquiry Paradigm at: http://socserv2.mcmaster.ca/~fss/inquiry/artofinq.htm). The question can be drawn from the list of questions included in this course outline, or an alternative question, with the approval of the instructor.
  3. Literature: There should be a brief survey of the literature to be considered in the paper.
  4. Arguments: There should be a statement of the likely arguments to be made in the research paper.
  5. Policy Recommendations: A suggestion of the possible or likely policy recommendations to be made should be included.
  6. Sources: The proposal must include a bibliography. The bibliography must be annotated (a sentence describing the main content of each item). The proposal must include both traditional library materials and electronic internet materials using the resources in this course outline as a starting point. Minimal expectations are 5 hard copy books, 5 hard copy academic refereed journal articles, and 10 academic online research sources on the Internet. You must use high quality sites and material, such as online refereed journals.

X. Guidelines for Critical Assessments

The main objective of this requirement are:

There are four components to this assignment

  1. Offer four alternative viewpoints or arguments to those offered by the author on the same topic of the reading.
  2. Use one other resource in the selections for the particular week and topic to empirically or logically support at least one of your alternative arguments.
  3. On what points do you agree with other students in the class discussion on this reading. Please state your reasons.
  4. On what points do you disagree with other students in the class discussion on this reading. Please provide a rationale.

Each critical assessment must be at least 500 words (about 2 to 3 double-spaced wordprocessed pages). They must be given to the instructor at the end of the Wednesday evening class in the week they are due, and posted on LearnLink by the end of the day.

More detailed information on how to do critical summaries and assessments are available in the essay by Richard Paul and Linda Elder (1996), Helping Students Assess Their Thinking (2pp) [Online] . Centre for Critical Thinking, Sonoma State University. Available: http://www.criticalthinking.org/University/univlibrary/helps.nclk [Sept. 2nd, 1999]

XI: Coursepak and Books Ordered Through Bookstore and Place on Library Reserve

A coursepak has been placed in the bookstore, and must be purchased by all students registered in this course.

The following books are some resource material for the course. They are especially useful for essays. Seven copies of each have been ordered for the bookstore. One copy of each has been placed on undergraduate reserve in Mills Memorial Library. Students must not restrict their resources for papers to these readings, but much search much more widely, both in hard copy and electronic resources in the library and on the Internet.

  1. Manual Castells (1996) The Rise of the Network Society. Vol. 1 of The Information Age. Blackwell.
  2. Manual Castells (1997) The Power of Identity. Vol. 2 of The Information Age. Blackwell.
  3. Manual Castells (1998) The End of Millennium. Vol. 3 of The Information Age. Blackwell.
  4. Bosah Ebo (1998) Cyberghetto or Cybertopia? Praeger.
  5. Brian Loader (ed.) (1998) Cyberspace Divide. Routledge.
  6. Steven Jones (ed.) (1998) Cybersociety 2.0: Revisiting Computer-Mediated Communication and Community. Sage Publications.
  7. Steven Jones (ed.) (1997) Virtual Culture: Identity and Communication in Cybersociety. Sage Publications.
  8. Lynn Cherney (ed.) (1996) Wired Women. Gender and New Realities in Cyberspace. Seal
  9. Donald Schon, Bish Sanyal and William Mitchell (eds) (1999) High Technology and Low Income Communities. MIT Press.

XII: General Resources / References
  • E-Journals. A rich source of material are academic research journals published on-line. Here are some useful references. 
  • Indexes to Cyberspace Resources

XIII. Weekly Timetable

Week 1. Introduction (Sept. 15th)

Week 2: Policy, State, and Internet; LearnLink (September 22nd)

    Class Periods
  1. Hour One: How to critically assess a reading, using Castells', London's, and Noam's assigned readings for this week.
  2. Hour Two: How to critically assess a reading, using Castells', London's, and Noam's assigned readings for this week.
  3. Hour Three: Hands-On LearnLink Workshop (KTH B121, CIS Student Computer Lab)

Other Policy and State Resources for Week Two

    Democracy and Internet
  1. Alinta Thornton (1996), Does The Internet Create Democracy? M.A. Thesis. University of Technology, Sydney, Australia [Online] http://www.wr.com.au/democracy/links9.htm (Dec. 31, 1998)
  2. Mark Poster (1995), "CyberDemocracy: Internet and the Public Sphere" [Online] http://www.hnet.uci.edu/mposter/writings/democ.html (Dec. 28th, 1998)
  3. NCSA Beginner's Guide to HTML
  4. Plague of Freedom: Attempts to curtail the Internet around the Globe (Electronic Frontier Foundation)
  5. Center for Democracy and Technology (USA)
  6. Econmic Democracy Information Network [online] at: http://garnet.berkeley.edu:3333/ (Dec. 31, 1998)
  7. Scott London (1994) "Electronic Democracy: A Literature Survey" A Paper Prepared for the Kettering Foundation [Available Online] http://www.west.net/~insight/london/ed.htm (Jan. 3, 1999)
  8. Scott London (1994) Electronic Democracy: An Annotated Bibliography [Available Online] http://www.west.net/~insight/london/bibl.htm (Jan. 3, 1999)
  9. Computers and Information Activism [online] at: http://garnet.berkeley.edu:3333/.computer/.computer.html (Dec. 31, 1998)
  10. Left On Line
  11. Privacy Rights Clearinghouse
    Government Resources on the Net 
  1. Canadian Federal Government
  2. Index to Provincial Governments in Canada
  3. Index to Municipal and Local Governments in Canada
  4. Electronic Frontier of Canada "Electronic Frontier Canada (EFC) was founded to ensure that the principles embodied in the Canadian Charter of Rights and Freedoms are protected as new computing, communications, and information technologies are introduced into Canadian society."

Week 3. Information Technology Revolution (Sept. 29th)

    Class Periods
  1. Hour One: Critical analysis by class of Castells, Griffiths, and Leiner et al.
  2. Hour Two: Selections from Triump of the Nerds Video: Bill Gates, Steve Jobs, Apple, Microsoft, and IBM
  3. Hour Three: Discussion of Research Paper Topics

Other Information Technology Resources for Week 3

Week 4. Informational Economy and Globalization (Oct. 6th)

    Class Periods
  1. Hour One: Introducing Globalization and ICTs (Guest Speaker: )
  2. Hour Two: Critical analysis by class of Castells' "The Informational Economy and the Process of Globalization", Chapter Two. The Rise of the Network Society. Blackwell, 1996. (Coursepak)
  3. Hour Three: Group Essay Work.

Globalization and ICT Resources for Week Four

Week 5: Inequality of Access to the Internet: Country, Region, Income, Education, Age, Gender, Race/Ethnicity, and Disabilities (October 13th)

    Class Periods
  1. Hour One: Introducing Inequalities (Guest Speaker: )
  2. Hour Two: Critical analysis by class of Holderness and Wolf
  3. Hour Three: Group Work on Essay.

Other Inequality Resources for Week 5

    General Inequalities
  1. Where's the Access (Review of four books, by Leslie Regan Shade)
  2. Georgia Institute of Technology (various years) GVU's WWW User Surveys [online] http://www.gvu.gatech.edu/user_surveys/ (Jan. 1, 1999) (Rich source of internet socio-demographic data on twice-yearly basis)
    Gender
  1. Pearl, Amy; Pollack, Martha E.; Riskin, Eve; Thomas, Becky; Wolf, Elizabeth; Wu, Alice (1990) "Becoming a computer scientist: a report by the ACM committee on the status of women in computing science" from Communications of the ACM (Association for Computing Machinery) Nov., v33, n11, p47-58. [online] http://english-www.hss.cmu.edu/feminism/becoming.html (Dec. 30th, 1998)
  2. Amy Bruckman (1993) "Gender Swapping on the Internet" Paper Presented at the Internet Society, San Francisco [Online] ftp://ftp.cc.gatech.edu/pub/people/asb/papers/gender-swapping.txt (December 28th, 1998)
  3. John Suler (1996) "The Bad Boys of Cyberspace Deviant Behavior in Online Multimedia Communities and Strategies for Managing it"The Psychology of Cyberspace [online]http://www.rider.edu/users/suler/psycyber/badboys.html (Jan. 2, 1999)
    Race and Ethnicity 
  1. Susan Zickmund, "Approaching the Radical Other: The Discursive Culture of Cyberhate", Chapter 9 (pp. 185-205) in Steven G. Jones (ed.), Virtual Culture: Identity and Communication in Cybersociety. Sage Publications, 1997.
  2. Evelyn Kallen (1997) "Hate on the Net: A Question of Rights / A Question of Power" Electronic Journal of Sociology [Online] http://www.sociology.org/vol003.002/kallen.abstract.1997.html

Week 6: Computer-Mediated Communications (CMC) and Virtual Community (October 20th)

    Class Periods
  1. Hour One: Lecture: Community and Life on the Internet (Cuneo)
  2. Hour Two: Critical analysis by class of Manuel Castells, Joseph Walther, and Nessim Watson.
  3. Hour Three: Research Proposal Presentations.

Resources on Presentations

Other CMC Resources for Week 6

  1. Sherry Turkle (1995) Life on the Screen: Identity in the Age of the Internet. Simon and Shuster.
  2. Steven G. Jones (1998) "Information, Internet, and Community: Notes Toward an Understanding of Community in the Information Age", Chapter One, pp. 1-34 in his Cybersociety 2.0: Revisiting Computer-Mediated Communication and Community. Sage Publications.
  3. Nancy K. Baym (1998) "The Emergence of On-Line Community", Chapter Two, pp. 35-68 in Steven Jones, Cybersociety 2.0: Revisiting Computer-Mediated Communication and Community. Sage Publications.
  4. John Suler (1996) "E-Mail Communication and Relationships" in The Psychology of Cyberspace [Online] http://www.rider.edu/users/suler/psycyber/emailrel.html (Jan. 2, 1999)
  5. Brittney G. Chenault (May, 1998) "Developing Personal and Emotional Relationships Via Computer-Mediated Communication" CMC Magazine[Online] http://www.december.com/cmc/mag/1998/may/chenault.html (Dec. 30th, 1998)
  6. Judith S. Donath (1996) "Identity and Deception in the Virtual Community" in Kollock, P. and Smith M. (eds). Communities in Cyberspace. London: Routledge [Online] http://judith.www.media.mit.edu/Judith/Identity/IdentityDeception.html (December 28th, 1998)
  7. Michel Metz (April, 1994) "Computer-Mediated Communication: Literature Review of a New Context", Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Volume 2, Number 2, pp. 31-49 [online] http://www.helsinki.fi/science/optek/1994/n2/metz.txt (31st Dec., 1998)
  8. A. Cicognani (1998) "On the Linguistic Nature of Cyberspace and Virtual Communities"Virtual Reality Vol 3, 6-24 Springer-Verlag, London. [Available online as a pdf document at] http://www.arch.usyd.edu.au/~anna/papers/language.pdf (Jan. 2, 1999) (Must have adobe acrobat reader installed to read this document)
  9. Howard Rheingold, The Virtual Community: Homesteading on the Electronic Frontier. Addison-Wesley, 1993.
  10. Katie Argyle and Rob Shields, "Is there a Body on the Net?", Chapter 4 in Rob Shields (eds.), Cultures of the Internet: Virtual Spaces, Real Histories, Living Bodies. Sage Publications. 1996.
  11. Dan Thu Nguyen and Jon Alexander, "The Coming of Cyberspacetime and the End of Polity", Chapter 6 in Rob Shields (eds.), Cultures of the Internet: Virtual Spaces, Real Histories, Living Bodies. Sage Publications. 1996.
  12. Katie Argyle, "Life After Death", Chapter 8 in Rob Shields (eds.), Cultures of the Internet: Virtual Spaces, Real Histories, Living Bodies. Sage Publications. 1996.
  13. Heather Bromberg, "Are MUDS Communities? Identity, Belonging and Consciousness in Virtual Worlds", Chapter 9 in Rob Shields (eds.),Cultures of the Internet: Virtual Spaces, Real Histories, Living Bodies. Sage Publications. 1996.
  14. Mark Lajoie, "Psychoanalysis and Cyberspace", Chapter 10 in Rob Shields (eds.), Cultures of the Internet: Virtual Spaces, Real Histories, Living Bodies. Sage Publications. 1996.
  15. Kimberley Young Center for Online Addiction: Resources on the Psychology of Cyberspace [Online]http://netaddiction.com/ [Dec. 31st, 1998]
  16. John Suler (August, 1998) "Computer and Cyberspace Addiction" Rider University [online] http://www.rider.edu/users/suler/psycyber/cybaddict.html (Jan. 1, 1999)
  17. Virtual Rooms, or a Spatial Metaphor
  18. Evan Schwartz, "Looking For Community On The Internet", National civic review. Wint 1995 v 84 n 1 37 Precis: 'What are the human needs that electronic social environment--virtual communities set-up on the Internet--seek to satisfy? What are their potential for encouraging the reinforcement of community in real space and time?'
  19. Neil Postman, Technopoloy: The Surrender of Culture to Technology. Vintage Books (Random House), 1993.
  20. Nicholas Negroponte, Being Digital. Vintage Books (Random House), 1995.
  21. Derrick de Kerckhove, The Skin of Culture: Investigating the NEW Electronic Reality. Edited by Christopher Dewdney. Somerville House Publishing, 1995.
  22. Douglas Rushkoff, Cyberia: Life in the Trenches of Hyperspace. HarperCollins, 1994.
  23. Dinty Moore, The Emperor's Virtual Clothes: The Naked Truth About Internet Culture. Workman Publishing (Algonquin Books of Chapel Hill), 1995.
  24. Understanding McLuhan. A CD-ROM on the ideas and life of media guru Marshall McLuhan (Southam Interactive/Voyager)

Week 7: Multi-User Dungeons/Domains (MUDS) (October 27th)

    Class Periods
  1. Hour One: Demo of a MUD
  2. Hour Two: Critical analysis by class of Sempsey and Young
  3. Hour Three: Group Research Work

Other MUD Resources for Week Seven

  1. Martin Keegan (1997) "A Classification of MUDS", Journal of MUD Research Vol 2, No. 2, July [online] http://journal.tinymush.org/v2n2/keegan.html (Dec. 31st, 1998)
  2. Howard Rheingold, "Multi-User Dungeons and Alternate Identities", Chapter 5 of The Virtual Community (online) http://www.rheingold.com/vc/book/5.html
  3. John Suler (1996) "The Psychology of Avatars and Graphical Space in Multimedia Chat Communities, or How I Learned to Stop Worrying and Love My Palace Props" The Psychology of Cybespace [Available online] http://www.rider.edu/users/suler/psycyber/psyav.html (Jan. 2, 1999)
  4. Amy Bruckman and Mitchel Resnick (1995) "The MediaMOO Project: Constructionism and Professional Community" Convergence 1: 1 [online] http://www.cc.gatech.edu/fac/Amy.Bruckman/papers/convergence.html (December 28th, 1998)
  5. MOO/MU* Document Library [Available Online] http://lucien.sims.berkeley.edu/moo.html (Jan. 2, 1999)
  6. Journal of MUD Research [online] at: http://journal.tinymush.org/v3n2/index.html
  7. The MUD Connector [available online] http://www.mudconnect.com/ (Jan. 2, 1999) (jumping off point for MUD resources)
  8. Elizabeth Reid (1994) Cultural Formations in Text-Based Virtual Realities Thesis. Cultural Studies Program, Department of English, University of Melbourne [Online] http://www.ludd.luth.se/mud/aber/articles/cult-form.thesis.html (Dec. 31st, 1998) (HTML Version at: http://people.we.mediaone.net/elizrs/cult-form.html)
  9. Amy Bruckman (1992) "Identity Workshop: Emergent Social And Psychological Phenomena In Text-Based Virtual Reality " [online] http://www.cc.gatech.edu/fac/Amy.Bruckman/papers/index.html#IW (rtf or ps format) (Jan. 1, 1998)
  10. John Suler (1997) "From ASCII to Holodecks: Psychology of an Online Multimedia Community" (Report on the Palace Study). Paper presented at the American Psychological Association Conference [Online] http://www.rider.edu/users/suler/psycyber/palsumary.html (Dec. 28th, 1998)
  11. Howard Rheingold (1993-updated) The Virtual Community: Homesteading on the Electronic Frontier (online book) at: http://www.well.com/user/hlr/vcbook/index.html (Dec. 30th, 1998)
  12. Amy Bruckman (1994) "Programming for Fun: MUDs as a Context for Collaborative Learning" MIT Media Lab [Online] ftp://ftp.media.mit.edu/pub/asb/papers/necc94.txt (Dec. 30th, 1998)
  13. Daniel Chandler (1998) "Personal Home Pages and the Construction of Identities on the Web" [Online] http://www.aber.ac.uk/~dgc/webident.html (Jan. 1, 1999)
  14. Virtual Communities on the Internet (a course at Harvard University)
  15. Talkers, Moos, Muds: Synchronous Chat Utilities

Week 8: Gender (November 3rd)

    Class Periods
  1. Hour One: Lecture on Gender and Technology.
  2. Hour Two: Critical analysis of Danet, Coyle, Riley, and McRae
  3. Hour Three: Group research work.

Other Gender Resources for Week 8

  1. Mindy McAdams (March 1, 1996) "Gender Without Bodies " CMC Magazine [Online] http://www.december.com/cmc/mag/1996/mar/mcadams.html (Dec. 30th, 1998)
  2. Tracy Adams et al (1995) "Women Undergraduate Enrollment in Electrical Engineering and Computer Science at MIT Final Report Summary, Feb. 17. MIT Department of Electrical Engineering & Computer Science[Online] http://www-eecs.mit.edu/AY94-95/announcements/13.html (Dec. 30, 1998)
  3. No Author (nd) "Index to Feminism and Women's Studies" feminism@eserver.org [Online] http://english-www.hss.cmu.edu/feminism/ (Dec. 30th, 1998)
  4. Feminism and Women's Resources (Winnipeg, Canada)
  5. Women and Computer Science (Resources)
  6. Women's Wire http://www.womenswire.com/
  7. Sarah Stapleton-Gray Feminist Activist Resources on the Net http://www.igc.org/women/feminist.html (Dec. 30, 1998)
  8. Feminism and the Net (National Organization of Women)
  9. Women's Studies and Science and Technology - WWW Virtual Library
  10. Dale Spender, Nattering on the Net: Women, Power and Cyberspace. Garamond Press, 1995.
  11. Sadie Plant, "On the Matrix: Cyberfeminist Simulations", Chapter 11 in Rob Shields (eds.), Cultures of the Internet: Virtual Spaces, Real Histories, Living Bodies. Sage Publications. 1996.
  12. Leslie Regan Shade, (1993) "Gender Issues in Computer Networking", Talk given at the Community Networking: the International Free-Net Conference, Carleton University, Ottawa, CANADA, August 17-19 [Online] http://english-www.hss.cmu.edu/feminism/gender-issues.txt (Dec. 30, 1998)
  13. Ellen Balka, "Women's Access to On-line Discussions about Feminism." Memorial University of Newfoundland [Online] http://english-www.hss.cmu.edu/feminism/feminist-use-of-cyberspace.txt (Dec. 30th, 1998)
  14. Doctress Neutopia (1994) "The Feminization of Cyberspace" Newsgroup: misc.activism.progressive [Online] http://english-www.hss.cmu.edu/feminism/feminization-of-cyberspace.txt (Dec. 30th, 1998)
  15. UseNet Discussion Groups and WebChats

Week 9: Pornography (November 10th)

    Class Periods
  1. Hour Two: Lecture or Video:
  2. Hour One: Critical analysis of Birsch, Finegan and Hirose.
  3. Hour Three: Group Research Work

Other Pornography Resources for Week 9

  1. Blake T. Bilstad (1996) "Obscenity and Indecency on the Usenet: The Legal And Political Future of Alt.Sex.Stories" Journal of Computer-Mediated Communication: Volume 2, Number 2: Part 2 [online] http://www.ascusc.org/jcmc/vol2/issue2/bilstad.html [access: Aug. 30/99]
  2. Richard MacKinnon (1997) "Virtual Rape" Journal of Computer-Mediated Communication Volume 2, Number 4: March [online] http://www.ascusc.org/jcmc/vol2/issue4/mackinnon.html (Jan. 1, 1999)
  3. Marty Rimm, "Marketing Pornography on the Information Superhighway" A Survey of 917,410 Images, Descriptions, Short Stories, and Animations Downloaded 8.5 Million Times by Consumers in Over 2000 Cities in Forty Countries, Provinces,and Territories
  4. Yahoo, Censorship and the Net: Yahoo's Cyberporn Indexhttp://dir.yahoo.com/Society_and_Culture/Issues_and_Causes/Civil_Rights/Censorship/Censorship_and_the_Net/ (Dec. 30, 1998)
  5. Nicole Nolan (1996) "Sex and the Single Geek" This Magazine. May/June, pp. 25-29

Week 10: Video/Computer Games (November 17th)

    Class Periods
  1. Hour One: Video on Video and Computer Games
  2. Hour Two: Critical analysis by class of Gailey, Griffiths, and Brody.
  3. Hour Three: Group Research Work

Other Game Resources for Week 10

    Serious Academic Research
  1. Brody, Herb (1993) "Video Games That Teach? Technology review. NOV 01 v 96 n 8 50-57 (THODE Periodicals (2nd floor) T 171.M47 )
  2. Craig E. Emes (1997) "Is Mr. Pac Man Eating Our Children? A Review of the Effect of Video Games on Children" Canadian Journal of Psychiatry. 42, pp. 409-414.
  3. Gilmore, Sean Crissman, Alicia (1997) "Video Games: Analyzing Gender Identity and Violence in this New Virtual Reality." Studies in symbolic interaction. v 21 181-199 (HM 251.S846 )
  4. E-GEMS: Electronic Games for Education in Math and Science (list of online research articles)
  5. Gottschalk, Simon (1995) "Video-Games as Postmodern Sites/Sights of Ideological Reproduction." Symbolic interaction. Sprg v 18 n 1 1 (HM 251.S846 )
  6. Anderson, Craig A. Morrow, Melissa (1995) "Competitive Aggression Without Interaction: Effects of Competitive Versus Cooperative Instructions on Aggressive Behavior in Video Games." Personality & social psychology bulletin. OCT 01 v 21 n 10 1020 (HM 251 .A1P47 )
  7. A. Roland Irwin and Alan M Gross, "Cognitive Tempo, Violent Video Games, and Aggressive Behavior in Young Boys." Journal of family violence. SEP 01 1995 v 10 n 3, page 337
  8. Scott, Derek (1995) "The Effect of Video Games on Feelings of Aggression." The journal of psychology. MAR 01 v 129 n 2 121 (THODE Periodicals (2nd floor) BF 1.J67 )
  9. Donchin, Emanuel (1995) "Video Games as Research Tools: The Space Fortress Game." Behavior research methods, instruments, & computers MAY 01 v 27 n 2 217(THODE Periodicals (2nd floor) QP 351.B42 )
  10. Dietz, Tracy L. "An Examination of Violence and Gender Role Portrayals in Video Games: Implications for Gender Socialization and Aggressive Behavior." Sex roles. MAR 01 1998 v 38 n 5 / 6 425 (HQ 768.S4 )
  11. Griffiths, Mark (1997) " Video games and clinical practice: Issues, uses and treatments." The british journal of clinical psychology NOV 01 , v 36 p 4 639 (RC 467.B75 )
  12. Badinand-Hubert, N. Bureau, M. Naquet, R. (1998) "Epilepsies and video games: results of a multicentric study." Electroencephalography and clinical neurophysiol DEC 01 v 107 n 6 422 (HEALTH Serials Stacks )
  13. Funk, Jeanne B (1996) "Video and Computer Games in the '90s: Children's Time Commitment & Game Preference." Children today. v 24 n 1 12 (HEALTH Serials Stacks )
  14. Sherman, Sharon (1997) "Perils of the Princess: Gender and Genre in Video Games." Western folklore. Sumr v 56 n 3 / 4 243
  15. Butler, Suellen Gawler (1996) "Television, Video Games and Literacy: A Study of Composing Strategy and Children at Risk in a First Grade Writing Workshop. Berkeley journal of sociology. 1996 v 41 1 (HM 1.B46)
  16. Hamilton, Matthew (1995) "Graphic Violence in Computer and Video Games: Is Legislation the Answer?" Dickinson law review. Fall 1995 v 100 n 1 181
  17. Hormes, Joseph T. Mellinger, James F. Klass, Donald W. (1995) "Testing for Electroencephalographic Activation with Video Games in Patients with Light Sensitivity." The american journal of eeg technology. MAR 01 v 35 n 1 37
  18. Greenfield, Patricia M. deWinstanley, Patricia Kilpatrick, Heidi (1994) "Action Video Games and Informal Education: Effects on Strategies for Dividing Visual Attention." Journal of applied developmental psychology. JAN 01 v 15 n 1 105
  19. de Felix, Judith Walker Johnson, Richard T. (1993) "Learning from Video games." Computers in the schools. v 9 n 2 / 3 119
  20. Tulupman, Peter (1993) "Video Games: The School Of Hard Knocks, Knives And Numchaks." Business and society review. Fall 1993 n 87 41 (HF 5001.B843 )
  21. Funk, Jeanne B. (1993) "Reevaluating the Impact of Video Games." Clinical pediatrics. FEB 01 v 32 n 2 86 (HEALTH Serials Stacks )
  22. Sneed, Carl Runco, Mark A. (1992) "The beliefs adults and children hold about television and video games." The journal of psychology. MAY 01 v 126 n 3 273 ((THODE Periodicals (2nd floor) BF 1.J67 ))
  23. Boehrer, Bruce Thomas (1992) "Captive Victors": Petrarchan Eroticism in Video Arcade Games. Studies in popular culture v 14 n 2 1
  24. Stocker, D. E. Lovely, D. F. McDonnell, P. M. (1991) "Children Using Computer Video Games in Myoelectric Training." Rehabilitation digest. Fall v 22 n 3 7 (HEALTH Serials Stacks )
  25. Griffiths, M.D. (1991) "Amusement machine playing in childhood and adolescence: a comparative analysis of video games and fruit machines." Journal of adolescence. MAR 01 v 14 n 1 53 (HEALTH Serials Stacks )
  26. Keepers, George A. (1990) "Case Study: Pathological Preoccupation with Video Games." Journal of the American Academy of Child and Adolescence JAN 01 1990 v 29 n 1 49 (HEALTH Serials Stacks )
  27. Grobelnik, Marko Holt, Charles A. Prasnikar, Vesna (1999) "Classroom Games: Strategic Interaction on the Internet." The journal of economic perspectives Sprg v 13 n 2 211 (HB 1.A42 )
  28. "The computer games girls play." The bulletin. MAR 02 1999 v 117 n 6163 34
  29. Griffiths, Mark D. Hunt, Nigel (1998) "Dependence on Computer Games by Adolescents." Psychological reports. APR 01 1998 v 82 n 2 475
  30. Wingrove, Janet Bond, Alyson J. (1998) "Angry Reactions to Failure on a Cooperative Computer Games: The Effect of Trait Hostility, Behavioural Inhibition, and Behavioural Activation. " Aggressive behavior. 1998 v 24 n 1 27
  31. Perrone, C. Clark, D. Repenning, A. (1996) "WebQuest: Substantiating education in edutainment through interactive learning games." Computer networks and isdn systems MAY 01 v 28 n 7 / 11 1307
  32. Ricci, Katrina E. Salas, Eduard Cannon-Bowers, Janis A. (1996) "Do Computer-Based Games Facilitate Knowledge Acquisition and Retention?" Military psychology v 8 n 4 295
  33. Oyen, Anne-Siri Bebko, James M. (1996) "The Effects of Computer Games and Lesson Contexts on Children's Mnemonic Strategies." Journal of experimental child psychology. JUL 01 v 62 n 2 173
  34. Matlock, James G. (1996) "Case Study - Just Playing Around." The journal of educational relations. MAY 01 v 17 n 2 23
  35. Funk, Jeanne B. Buchman, Debra D. (1996) "Playing Violent and Computer-Games and Adolescent Self-Concept." Journal of communication. Sprg v 46 n 2 19
  36. " Do Computer Games Cause Violence? Scholastic scope. MAR 08 1996 v 44 n 15 9
  37. Betz, Joseph A. (1995) "Computer Games: Increase Learning in an Interactive Multidisciplinary Environment." Journal of educational technology systems. v 24 n 2 195
  38. Masendorf, Friedrich (1995) "Training Learning-Disabled Children's Spatial Ability by Computer Games." European education. Sumr v 27 n 2 49
  39. Miller-Lachmann, Lyn Jones, Margaret V. Kloten, Gregory (1995) "Exploring America in Computer Simulation Games." Multicultural review. SEP 01 v 4 n 3 44
  40. Colwell, J. Grady, C. Rhaiti, S. (1995) "Computer Games, Self-esteem, and Gratification of Needs in Adolescents." Journal of community & applied social psychology AUG 01 1995 v 5 n 3 195
  41. Feldman, Howard D. (1995) "Computer-Based Simulation Games: A Viable Educational Technique for Entrepreneurship Classes?" Simulation & gaming. SEP 01 v 26 n 3 346
  42. Griffiths, Mark D. Dancaster, Imogen (1995) "The effect of Type A personality on physiological arousal while playing computer games." Addictive behaviors. JUL 01 1995 v 20 n 4 543
  43. Porter, David B. (1995) "Computer Games: Paradigms of Opportunity." Behavior research methods, instruments, & computers MAY 01 v 27 n 2 229
  44. Belavina, I. G (1995) "The Child's Perception of Computers and Computer Games." Russian education and society. FEB 01 v 37 n 2 29
  45. Whitcomb, G. Robert (1994) "Computer Games: Public Domain Software for Human Service Programs." Computers in human services. v 11 n 3 / 4 351
  46. Weisman, Skulamith (1994) "Computer Games for the Frail Elderly." Computers in human services. v 11 n 1 / 2 229
  47. Farris, Martha Bates, Robin Stabler, Nora (1994) "Evaluation of Computer Games' Impact upon Cognitively Impaired Frail Elderly." Computers in human services. 1994 v 11 n 1 / 2 219
    Popular Media Commentary
  1. Games Domain: List of Interactive Games on the Web
  2. Barr, Stephen (1999) "Computer Violence: Are Your Kids at Risk?" The reader's digest. JAN 01 v 154 n 921 50
  3. "The Best Way to Waste Time At the Office." Fortune. FEB 03 1997 v 135 n 2 134
  4. Karrie Jacobs (1994) "RoboBabes: With most video games geared toward the aggressive adolescent male, what's the incentive for females to cruise the information superhighway?" I.d. MAY 01 v 41 n 3, p. 38
  5. Smith, Janna Malamud Smith, Peter Malamud (1998) "Generations: Video Games...Mindless Entertainment or Intellectual Pursuit? Family circle. OCT 06 v 111 n 14 66
  6. "Student Entrepreneurs: Who Says Video Games Warp Your Mind? Business today. Fall 1998 v 35 n 3 22
  7. "Race Relations: Asians in Canada denouce video games. " Far Eastern economic review. SEP 09 1993 v 156 n 36 37 (HC 411.F18 )
  8. Provenzo Jr., Eugene F. (1992) "What Do Video Games Teach? Their Social and educational impact must be reckoned with." The education digest. DEC 01 v 58 n 4 56
  9. " Video Games May Trigger Seizures." Current science. DEC 14 1990 v 76 n 8 8 (THODE Periodicals (2nd floor) Q 1.C78 )
  10. Johnstone, Bob (1995) "The M.U.D.s People Play." Intersect japan. MAY 01 1995 v 11 n 5 34

Week 11: Education (November 24th)

    Class Periods
  1. Hour One: Lecture on Educational Technologies
  2. Hour Two: Critical analysis of Noble and Coley
  3. Hour Three: Class Presentation of Draft Research Papers

Other Education Resources for Week 11

    General
  1. Berson Michael J. (1996) "Effectiveness of Computer Technology in the Social Studies: A Review of the Literature." Journal of Research on Computing in Education 28, no. 4: 486-499.
  2. Cushman P.K., R.A.Mann, and T.J.Strickland Jr.(1995) "The Effectiveness of Instructor Developed Computer-Based Courseware." The Journal of Computer Information Systems. 36, no. 1 : 26-30.
  3. Tjaden Bunny J. and C.Dianne Martin. (1995) "Learning Effects of CAI on College Students." Computers Educ. 24, no. 4 : 271-277.
  4. Sounder, William E. (1993) "The Effectiveness of Traditional vs. Satellite Delivery in Three Management of Technology Master's Degree Programs" The American Journal of Distance Education. vol. 7, no. 1, 37-53.
  5. Martin Elaine D. and Larry Rainey. (1993) "Student Achievement and Attitude in a Satelllite-Delivered High School Science Course." The American Journal of Distance Education 7, no. 1: 54-61.
  6. More D. and C.L.Ralph. (1992) "A Test of Effectiveness of Courseware in a College Biology Class. " Journal of Educational Technology Systems. 21, no. 1: 79-84.
  7. Cheng Hui-Chuan, James Lehman, and Penny Armstrong. (1991) "Comparison of Performance and Attitude in Traditional and Computer Conferencing Classes." The American Journal of Distance Education 5, no. 3: 51-64.
  8. Phelps R.H., R.A.Wells, and R.L.Ashworth. (1991) "Effectiveness and Costs of Distance Education Using Computer-Mediated Communication." The American Journal of Distance Education. 5, no. 3: 7-19.
  9. Zane L. Berge and Muri P. Collins (eds.), Computer Mediated Communication and the OnLine Classroom. 3 Volumes. Hampton Press. 1995.
  10. Robin Peek and Gregory Newby (eds.), Scholarly Publishing: The Electronic Frontier. Cambridge, MIT Press, 1996.
    Internet Learning
  1. Index to Distance Education Resources on the Net
  2. The Web as a Learning Tool
  3. Carl Cuneo, Robert O'Connor, Leonardo Ruppenthal, and Christine Vanditelli, "Applications of Instructional Design to the Web", Module 5 of Web Course, Instructional Design for the New Media [Online] http://www.rcc.ryerson.ca/learnontario/idnm/ (Dec. 31, 1998)
    Supporters
  1. Kenneth Green (1998) The Campus Computing Project. [Online] http://www.campuscomputing.net/ (Dec. 30th, 1998)
  2. Kenneth Green (1995-1998) The Campus Computing Project: The National Survey of Information Technology in Higher Education [Online] http://ericir.syr.edu/Projects/Campus_computing/ (Dec. 29th, 1998)
  3. Kenneth Green (November, 1998), "Campus Computing Project: Colleges Struggle With IT Planning" The 1998 National Survey of Information Technology in Higher Education [Online] http://www.campuscomputing.net/summaries/1998/index.html (Dec. 30th, 1998) (4 pages)
  4. Kenneth Green (November, 1997), "More Technology in the Syllabus, More Campuses Impose IT Requirements and Student Fees" The 1997 National Survey of Information Technology in Higher Education [Online] http://www.campuscomputing.net/summaries/1997/index.html (Dec. 30th, 1998) (4 pages)
  5. Kenneth Green (November, 1996), "Instructional Integration and User Support Present Continuing Technology Challenges" The 1996 National Survey of Information Technology in Higher Education [Online] http://www.campuscomputing.net/summaries/1996/index.html (Dec. 30th, 1998) (4 pages)
  6. Kenneth Green (November, 1995), "Technology Use Jumps on College Campuses" The 1995 National Survey of Information Technology in Higher Education [Online] http://www.campuscomputing.net/summaries/1995/index.html (Dec. 30th, 1998) (4 pages)
  7. Lewis Perelman, School's Out: Hyperlearning, the New Technology, and the End of Education. William Morrow and Company, 1992.
  8. Stan Davis and Jim Botkin, The Monster Under the Bed: How Business is Mastering the Opportunity of Knowledge for Profit. Simon and Shuster, 1994.
  9. Video: Stanley Davis, The Crisis in Post - Secondary Education (Keynote Address, Educom '96, Philadelphia, October, 1996)
    Opponents
  1. David Noble "Digital Diploma Mills, Part II: The Coming Battle Over Online Instruction" Red Rock Eater (Phil Agre) [online] http://www.egroups.com/list/rre/781.html [Dec. 30, 1998]
  2. Noble, David F. (November, 1998), "Digital Diploma Mills, Part III: The Bloom Is Off the Rose" Building a Web-Based Education System, Central Queensland University [online] http://webclass.cqu.edu.au/Why/Why/digital3/[20 December, 1998]

Week 12: Employment and Work: TeleWork and Trade Unions on Net (December 1st)

    Class Periods
  1. Hour One: Lecture or Video on Technology and Work.
  2. Hour Two: Critical analysis by class of Castells
  3. Hour Three: Class discussion of integration of research paper components into an overall single class paper.

Other Employment Resources for Week 12

  1. Emilia Rodrigues Araujo (1998) "To a Problematic about Telework: Social Representations", Third International Workshop on TeleWork, "Teleworking Environemnts", Sept. 2-5, Turku, Finland [online] http://www.tucs.abo.fi/events/teleworking/alku.htm (Dec. 31, 1998)
  2. Tom Erik Julsrud (1998) "Combinations and Tracks: An Investigation of the Relationship Between Homework and Mobile Work", Third International Workshop on TeleWork, "Teleworking Environemnts", Sept. 2-5, Turku, Finland [online] http://www.tucs.abo.fi/events/teleworking/alku.htm (Dec. 31, 1998)
  3. Telework Resources
  4. Telwork and Telecommuting Rersources Albert Benschop, Sociology Department, University of Amsterdam [online] at http://www.pscw.uva.nl/sociosite/TOPICS/Telework.html (Dec. 31, 1998)
  5. Third International Workshop on TeleWork, "Teleworking Environemnts", Sept. 2-5, Turku, Finland, 1998 [online] http://www.tucs.abo.fi/events/teleworking/alku.htm (Dec. 31, 1998)
  6. Second International Workshop on TeleWork, "Building Actions on Ideas", Sept. 2-5, Amsterdam, 1997 [online] http://www.nedernet.nl/telework/amsterdam/index.html (Dec. 31, 1998)
  7. Heather Menzies (1996) Whose Brave New World? The Information Highway and the New Economy. Between the Lines Press.
  8. LabourStart (jumping off point for labour and trade union resources) (Jan. 3, 1999)
  9. Canadian Committee on Labour History Other Related Labour Sites (historical working class history sites)
  10. University of California at Berkeley Labor Issues (workplace and union issues)
  11. University of California at Berkeley, Labor Research and Education Resources at http://garnet.berkeley.edu:3333/EDINlist/.labor/.resource/.resource.html (mostly library and statistics on labor)
  12. LaborNet (trade union issues)
  13. WWW Virtual Library, Labor and Business History at: http://www.iisg.nl/~w3vl/ (excellent resource)
  14. Eric Lee, The Labour Movement and the Internet: The New Internationalism is a new book by Eric Lee, published by Pluto Press. .
  15. "Working on the Infobahn: Teleworking and the Labour Movement" Conference Report [online] http://www.labourtel.org.uk/confproc.html (Dec. 31st, 1998)
  16. Labour Telematics Centre (European)
  17. Telecommuting and Telework Resource Page
  18. Canadian Labour Congress (CLC)
  19. Canadian Auto Workers (CAW)
  20. On-Line Directory to Labour Organizations
  21. Frederick W. Taylor Archives (Scientifiic Management and Technology)

Week 13: Student Group Research Presentations and Discussions (December 8th)

    Class Periods
  1. Hour One: Final Work on integration of class research paper.
  2. Hour Two: Final Work on integration of class research paper.
  3. Hour Three: Overview of Lessons Learned

XIV. Student Research Papers on Cyberspace on the Web

Last Revised: September 1st, 1999
© Copyright. Carl Cuneo http://socserv2.mcmaster.ca/soc/courses/stpp4C03/stpp4C03_99.htm