This chapter looks at ways of influencing decisions about new technology and shaping its uses. All introductions or development of new technologies are a result of people making decisions and it is possible to follow the thread of these decisions to a level of public accountability.

Finding and sharing information
Keep track of events, policy announcements, funding allocations, etc. especially in the local community. Use this local information to contribute to a global, or larger, picture about the uses of technology. Keep track of what the costs are, including what programs have been lost or displaced by the new technology and the learners that are unable to participate.

Observe and keep track of developments
Keep a history of developments, and make comparisons not only with other ways of reaching the same goals but also with how other technologies have been introduced and used in the past. Important questions for decision makers to consider in having new technologies introduced include: What is it for? Do we need it? Can we afford it? Who will clean up afterwards?

Find out the real information underlying statistical claims and statements about the performance of new technologies. Document and promote the success of good programs as well as those that fail and insist that input from learners and instructors, as well as from those excluded from participation, be included in the evaluation and development of new technologies.

Identify decision points
A useful strategy for tracking decisions and how they are made is called the Ah-Hah! seminar which prompts people to map out the connections between their daily lives and the decisions that affect them. Another strategy is to "follow the gold"--find out where the financial interests are. Once decision points are identified, it is useful to ask whether options are being unnecessarily limited by business or regulatory interests. Also consider whether those making the decisions and the interests they promote are in tune with individual or institutional educational goals, and not "jumping on the technology boat" just because it's leaving the port.

Explore underlying values
Question the values that underlie the introduction of new technologies: is "increasing competition" (among individuals or nations) and the creation of "winners and losers" in sync with educational goals? is the technology being introduced in order to enhance learning or to cut costs? Also question the use of terminology, and what is meant by phrases such as "information economy" or "two way communication."

Relate developments to Canadian equity standards and laws
Provisions for equal opportunity and access for women, minorities, people with disabilities and other marginalized groups, required under law for many aspects of education, employment, housing and so on, are not necessarily part of public policy initiatives for new technologies (eg. the Community Access Program). Some examples do exist; the Commonwealth of Learning (an organization to support the sharing of open and distance learning resources and technologies among member countries) has established a requirement that all projects it supports demonstrate equality of access for women. Such policies can be used to support equality of opportunity and access.

Equality of opportunity and access must be defined broadly to incorporate the access needs of people with disabilities and, especially in the use of the internet, those whose language is not English.

Identify action steps
Form alliances and develop connections with others involved in the same issues and with cross sections of groups. Convey concerns and information to politicians and decision makers, preferably through letters, and to the media. Also convey support for programs that work well, to demonstrate their usefulness and value and to establish political support before the programs are threatened with cuts.

Notes