Allan H.K. Yuen (袁海球) The University of Hong Kong hkyuen@hkucc.hku.hk 新高中「倫理及宗教」課程教師培訓講座 網上操守： 資訊年代的道德及社會議題 Allan H.K. Yuen (袁海球) The University of Hong Kong hkyuen@hkucc.hku.hk 九龍塘沙福道教育局九龍塘教育服務中心W301室 二零零七年十一月廿九日

The e Trend e-Business e-Education e-Learning e-Government e-Church e-Generation …… etc

e-Generation Digital native Internet game Facebook Cyber Ethics WWW, Internet ICQ, Email, Blog, Wiki, Web2.0 Hacker 3G .com Electronic, digital, robots Mobile technology, handheld technology, wearable technology HDTV, iPod, MP3, PDA, … Device: faster speed, smaller, powerful Tag Digital native Addiction Cyber Ethics E-Sex Cyber life

CyberEthics   Ethical and Legal Issues In Cyberspace  Issues Facing Educators  Plagiarism Code and Content Theft Viruses Pornography Copyright Infringement

講座目的 : 反省網絡文化，虛擬現實對傳統自我、社群、認知、現實、以至自我與世界的關係，帶來的衝擊。 鞏固教師的知識， 開闊視野， 提升能力， 促進學與教的果效。

2006 Time's Person of the Year: You

Herbert Marshall McLuhan (1964) The Medium is the Message Media are languages. Media have effects in that they continually shape and re-shape the ways in which individuals, societies, and cultures perceive and understand the world. Herbert Marshall McLuhan (1964)

Information technology embedded in “a culture that supports democracy, freedom of expression, tolerance, diversity, and complexity of opinion is one of the next decade’s greatest challenges. We cannot afford to fail” Turkle, S. (2005). The Second Self: Computers and the Human Spirit, MA: The MIT Press.

Now is the Time for Generation Y Born before 1925 (Seniors) 1926-1945 (Builders) 1946-1964 (Boomers) 1965-1981 (Generation X) 1982-2000 (Generation Y) 2001+ (Generation Z) Engebretson, K. (2003). Young people, culture, and spirituality: some implications for ministry, Religious Education, 98 (1), 5-24.

The Information-Age Mindset Computers aren't technology The Internet is better than TV Reality is no longer real Doing is more important than knowing Learning more closely resembles Nintendo than logic Multitasking is a way of life Typing is preferred to handwriting Staying connected is essential There is zero tolerance for delays Consumer and creator are blurring Jason L. Frand. (2000) "The Information-Age Mindset: Changes in Students and Implications for Higher Education." Educause Review 35(5): 15-24.

N-Generation The N-Geners as Prosumers (創用者) “We trust peer-to-peer opinion and social networks” N-Gen norms – speed, freedom, openness, innovation, mobility, authenticity, and playfulness “If each of us has our own area of authority (權能區) we can collaborate together in multidisciplinary teams for better results” Tapscott, D. & Williams, A.D. (2006) Wikinomics: How Mass Collaboration Changes Everything, NY: Portfolio.

Impacts of Information Technology Everyday life Self Interpersonal relationship Community

Tool (工具 ) or Companion (夥伴 ) Everyday Life Tool (工具 ) or Companion (夥伴 )

Psychological Effects of Computational Objects Unintended side effects of people ‘s tendency to project thoughts and feelings (思想和感情投射) onto their machines (1980s) “Effects by design” – machines and computational objects are being designed to have emotional and cognitive effects (情感和認知作用), and to serve as companions, pets, and tutors (since 2000)

Encouraging Changes Information technology does not determine change, but it encourages us to take certain directions (鼓勵我們採取某些方向) It encourages changes in thinking (鼓勵在思想上的改變 )

How do we make this things cool. Whatever they did, I want that How do we make this things cool? Whatever they did, I want that. Cool is the unexpected, a genuine natural expression, luck, when preparation meets opportunity, intelligence …… Noah Kerner and Gene Pressman with Andrew Essex (2007). Chasing cool : standing out in today's cluttered marketplace, New York : Atria Books.

What will we choose for our Internet and what will we reject What will we choose for our Internet and what will we reject? Or will we just let Microsoft, Google, Yahoo decide?

Virtual (虛擬) or Authentic (確實) Self Virtual (虛擬) or Authentic (確實)

Simulation Culture 互聯網沒有取締時間和空間，卻把時空壓縮，使模擬變得更抽象化和互動化。 Simulations (模擬) and its discontents (不滿) Artificial life (人造的生命) – not alive, but almost alive Simulated self (模擬自我) Second self (另一個的自我) Cyber-subjectivity and experience with physical limitation

Identity technology Online worlds can provide valuable spaces for identity play (身份扮演) and encourage adolescents to reinvent themselves (重塑自我) for each of theirs proliferating social roles (增生社交的角色) Cyber-subjectivity 人的經歷不再受現實世界所局限。 隨著每樣物件的不斷轉移，每個人都算不上是一個人。(Everyone is no one)

Challenges of Cyber Self 使自身掙脫現實局限的枷鎖，開啟探索自我之門。 Fragmentary projections (片斷化的投射) 。片斷化的自我只能在極有限的心理和社會範圍運作。 Addiction (沈溺) Cyber ethics (倫理) and Ethics

虛擬既非善亦非惡，當然也非中性。虛擬既非與真實相對，故並不能與虛假、虛幻同日。虛擬是具生產性和充滿力量的存有形態。 鄭順佳 (2000) 網絡虛擬現實的神學議程。中國神學研究院期刊第二十八期, 二零零零年一月。

Interpersonal Relationship Improving (變好) or Harming (損害)

Train Man (電車男)

Internet Paradox (互聯網疑論) Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukophadhyay, T., & Scherlis, W. (1998). Internet Paradox: a social technology that reduces social involvement and psychological well-being? American Psychologist, 53(9), 1017-1031.

Kraut et al. (1998) reported small but reliable negative effects of using the Internet on measures of social involvement and psychological well-being among Pittsburgh families in 1995-1996. We called the effects a “paradox” because participants in the sample used the Internet heavily for communication, which generally has positive effects. In a 3-year follow-up of the original sample, we find that negative effects dissipated over the total period.

We also report findings from a longitudinal study in 1998-99 of new computer and television purchasers. This new sample experienced overall positive effects of using the Internet on communication, social involvement, and well-being. Using the Internet generally predicted better outcomes for extraverts or those with more social support but worse outcomes for introverts or those with less support.

Challenges of Cyber Relationship Closer in terms of distance but not the mind Less family communication – computer as a Trojan horse (內部的破壞) Smaller social circle (較小的社交圈子) Increase depression and loneliness (增加消沉和寂寞)

Illusion (虛幻) or Reality (實在) Cyber Communities Illusion (虛幻) or Reality (實在)

Uncle Bus (Hong Kong) del.icio.us

http://secondlife.com/ Second Life

http://www.facebook.com/

青年研究學報 Journal of Youth Studies http://www.hkfyg.org.hk/yrc/chinese/yr-jys6-2-c.html http://www.hkfyg.org.hk/yrc/chinese/yr-jys6-2-c.html 青年研究學報 Journal of Youth Studies 二 ○ ○ 三 年 七 月  第 六 卷 ． 第 二 期  總 第 十 二 號  http://www.hkfyg.org.hk/yrc/chinese/yr-jys6-2-c.html

五 地 交 流 ： 互 聯 網 發 展 趨 勢 與 青 少 年現 象 因 特 網 對 中 國 青 少 年 的 影 響 、 評 價 和 對 策 楊 雄 在 虛 擬 世 界 中 發 展 的 人 際 關 係 ── 少 年 與 網 際 網 路 交 友 馮 燕 互 聯 網 與 家 庭 關 係 ： 新 媒 體 對 青 少 年 的 影 響 蔡 紹 基　 陳 文 莉 互 聯 網 吧 對 澳 門 青 少 年 的 影 響 黃 志 文 王 百 鍵 李 怡 平 家 長 管 教 對 青 少 年 網 上 行 為 及 態 度 的 影 響 陸 慧 英 袁 海 球 周 偉 立 賴 明

家長管教對青少年網上行為及態度的影響 眾所周知，互聯網對青少年的成長與發展有着重要的影響。然而影響是好是壞至今還沒有定論。近期的研究顯示，影響的好壞取決於青少年的社會及心理調整，對此家長的管教起著甚麼作用？有關家長管教行為對子女影響的研究不少，然而很少觸及互聯網或資訊科技的管教行為、及它們對青少年網上行為或態度的影響。本文報告一項包括1,212個隨機抽樣香港家庭的研究，探討互聯網對青少年的影響、及他們就互聯網有關的道德態度、以及它們與各類家長管教行為的關係。

青少年自覺資訊科技對他們的影響的因子結構

Challenges of Cyber Communities Community purpose Social mechanism in the community Support Commitment Trust Loyalty Friendship Neighborhood

Change or Not Change Nurturing Life in the Cyberspace Wallace, P. (1999). The Psychology of the Internet, Cambridge University Press. Willard, N.E. (2007). Cyber-Safe Kids, Cyber-Savvy Teens, CA: Jossey-Bass.

Reflection on Ethics & Religious Education Educational goal Method of teaching Role of teacher/student Curriculum content Learning environment Learning experiences Learning culture Motivation Assessment of learning outcomes Do we need paradigm shift?

A technology is not merely a system of machines with certain functions; rather, it is an expression of a social world. [……] No technology exists in isolation. Each is an open-ended set of problems and possibilities. Nye, D.E. (2006). Technology Matters: Questions to Live With, Cambridge, MA: MIT Press.

Allan H.K. Yuen hkyuen@hkucc.hku.hk Thank You Allan H.K. Yuen hkyuen@hkucc.hku.hk