3.1 Ethics and laptops: identifying social responsibility issues

Introduction

While social responsibility has been recognized as one of the key areas of business ethics, much more needs to be done to develop frameworks and tools to clarify the concept itself and to implement it in business and professional practice on a day-to-day basis. This module will give students the opportunity to practice using frameworks and techniques that address these two needs.

Developing socio-technical system analyses provides an effective means to highlight issues of social responsibility. Since socio-technical systems embody values, building their descriptions allows us to read off potential problems due to harmful impacts and value conflicts. To facilitate this, you will be building socio-technical system descriptions using a grid or matrix that provides the components of socio-technical systems, levels under which they can be analyzed, and the values that they tend to embody. Building socio-technical system descriptions also requires using methods of participatory observation. These include constructing surveys and questionnaires, developing interviews, and building day-in-the-life scenarios. This module will help you frame and respond to social responsibility issues by providing a framework for socio-technical analysis and a set of methodological tools taken from participatory observation.

Module m14025 (Social-Technical Systems in Professional Decision Making) provides background information on STSs, their construction and their uses. Links to this module and to the website, Computing Cases, can be found in the upper left hand corner of this module. They provide useful background information. This module makes use of a case, Texas Laptops, that was developed by Chuck Huff and C. Nathan DeWall for NSF projects, DUE-9972280 and DUE-9980768.

Case narrative

Texas laptop case

1. In the late 1990's, the Texas State Board of Education proposed the ambitious plan of providing each of the state's four million public school students with their own laptop computer. This plan was devised to solve several problems confronting Texas public education.
2. Laptop computers could make educational resources more accessable to students who were faced with special challenges like deafness or blindness. Computers offer software options (such as audio books) that promise to reach more students than traditional printed textbooks.
3. Laptops also promised to solve the problem of obsolete textbooks. Texas purchased textbooks for their students at considerable costs. The purchasing cycle ran six years. By the end of this cycle, textbooks were out of date. For example, in the late 1990's when the laptop plan was proposed, history textbooks still referred to the Soviet Union and to the existence of the Berlin Wall. Laptops, on the other hand, would present textbook content in digital form which would eliminate printing and shipping costs and facilitate updates through online downloads.
4. Texas business leaders were concerned about the computer literacy of the upcoming generation of students. By employing laptops in more and more teaching activities, students would learn how to interact with computers while taking advantage of the new and more effective modes of presentation offered.