a philosophy of technology

The use of digital technology is rapidly increasing across higher education, [1] but knowledge, concerns, and literacy related to digital security and privacy vary greatly among consumers of digital media. [2]

During this era of rapid transition in our society, there is a broad spectrum of concern about digital security and privacy, including potential impacts on personal and professional levels, as well as social justice movements and democratic systems of government. [3]

Literacy related to digital security and privacy is now a threshold competency for participation in higher education today. [4]

* This post reflects collaborative research and discussion with my classmates Brian J. Davidson and Gabe Gossett, and was developed as background research for class projects in November and December 2013.

[1] Bowen, W.G. (April 2013). Higher Education in the Digital Age. Princeton University Press. (“Two of the most visible and important trends in higher education today are its exploding costs and the rapid expansion of online learning.”). Retrieved from http://www.jstor.org/stable/j.ctt24hrb1

[2] See e.g.

Rainie, L., Kiesler, S., Kang, R., & Madden, M. (2013). Anonymity, Privacy, and Security Online. Pew Research Center. Retrieved from http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_AnonymityOnline_090513.pdf

Park, Y. J. (2013). Digital Literacy and Privacy Behavior Online. Communication Research, 40(2), 215–236. doi:10.1177/0093650211418338. Retrieved from http://crx.sagepub.com/content/40/2/215

Downs, D. M., Ademaj, I. & Schuck, A.M. (2009). Internet security: Who is leaving the “virtual door” open and why? First Monday, 14(1). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/2251

Raynes-Goldie, K. (2010). Aliases, creeping, and wall cleaning: Understanding privacy in the age of Facebook. First Monday, 15(1). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/2775

Wessels, B. (2012). Identification and the practices of identity and privacy in everyday digital communication. New Media & Society, 14(8), 1251–1268. Retrieved from http://nms.sagepub.com/content/14/8/1251

Nasah, A., DaCosta, B., Kinsell, C., & Seok, S. (2010). The digital literacy debate: an investigation of digital propensity and information and communication technology. Educational Technology Research and Development, 58(5), 531–555. doi:10.1007/s11423-010-9151-8. Retrieved from http://link.springer.com/article/10.1007/s11423-010-9151-8

[3] See e.g.

Acquisti, A. (2013). Why privacy matters. TEDGlobal2013. http://www.ted.com/talks/alessandro_acquisti_why_privacy_matters.html

Morozov, E. (2013, October 22). Why Our Privacy Problem is a Democracy Problem in Disguise. MIT Technology Review. Retrieved from http://www.technologyreview.com/featuredstory/520426/the-real-privacy-problem/

Oboler, A., Welsh, K., & Cruz, L. (2012). The danger of big data: Social media as computational social science. First Monday, 17(7). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/3993

Gangdharan, S. (2012). Digital Inclusion and Data Profiling. First Monday, 17(5). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/3821/3199

Bennett, C. (2013). The politics of privacy and the privacy of politics: Parties, elections and voter surveillance in Western democracies. First Monday, 18(8). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/4789

[4] See e.g.

Kazu, I. Y., & Erten, P. (2013). Prospective Teachers’ Perception Levels of Their Digital Literacy. International Journal of Multidisciplinary Thought, 3(1), 51–68. Retrieved from: http://perweb.firat.edu.tr/personel/yayinlar/fua_35/35_81779.pdf

Nelson, K., Courier, M., & Joseph, G. W. (2011). Teaching Tip: An Investigation of Digital Literacy Needs of Students. Journal of Information Systems Education, 22(2), 95–109.

Davidson, C. N., & Goldberg, D. T. (2010). (p.182 “Universities now see a need to provide learning technologies and instruction to students along with pedagogies designed to make students more canny about issues of reliability, credibility, access, security, privacy, intellectual property, and so forth.”) The future of thinking: learning institutions in a digital age. Cambridge, Mass.: MIT Press. Retrieved from http://site.ebrary.com/id/10367819

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