Explore Underlying Values

Question the Values Behind the Statements
Question the values and validity of statements that are made. For example, the often repeated phrase that education is essential to give Canadian workers a "competitive edge in the new economy" has a number of value laded implications. Competition implies winners and losers, which is contrary to an egalitarian society. If competition with other countries is implied, then some countries will be losers which is contrary to supporting marginalized societies.

In the case of educational technologies, one could ask if the rationale for using a particular technology is to save money or to provide better learning. Some technologies favor certain kinds of learners, such as those who are "quick off the mark" in responding rather than those who wait and think. Protocols can be developed that value the participation of both the "talkers" and "thinkers."

Check out the Terminology
Commonly used catch phrases can be questioned, peeling away the assumptions and values behind a particular policy or action. This strategy entails finding out the frame of reference that shapes the meaning of a particular word or phrase. As Humpty Dumpty said, "When I use a word, it means just what I choose it to mean," adding "the question is which is to be master, that's all."⁷

The term "knowledge workers" can mean a variety of things to different people. It can mean those who input information into databases, those who believe they know what's going to happen next or those who work in jobs that require advanced education. A new cable technology that claims to provide "two way communication" actually provides one way transmission of product information with just enough return bandwidth to enable subscribers to order the items.⁸ By the same token, phrases such as "information economy" and "global market" are commonly used without explanation, but exploring their meaning can provide some idea of underlying values and purposes.

Examine the Access and Equity provisions
One might expect that public policy initiatives for new technologies would require the same equal opportunity and access provisions for women, minorities, people with disabilities and aboriginal people that are required under law for many aspects of education, employment, housing and so on.

However, this is not necessarily the case. As we have mentioned elsewhere, the Community Access Program, sponsored by Industry Canada, is silent on the subject of equal access and certainly does not require applicants to make provisions for the inclusion of equity groups.

This is in contrast to the Commonwealth of learning (COL), an organization begun in 1989 to support the development and sharing of open learning and distance education resources and technologies among member countries. Based in Vancouver, Canada, and supported by all Commonwealth states, COL has established the principle that all projects it supports must demonstrate equality of access for women and men. Not only does this ensure access, it helps to develop awareness of access issues and influence a change in perspective in Commonwealth countries regarding women's access to learning.

Equity of access should include access to training, childcare, transportation, affordability and the equivalent of "cut curbs," i.e., designs that support universal accessibility. Specific support mechanisms should be available to people with disabilities and access should also be without language barriers.