Retaining an explicit
emphasis in the new standards on including «opportunities for students to
study relationships among science, technology, and society» (Hicks et al., 2014, Table 1) would open the door to consideration of a set of issues that every
future teacher ought to be thinking about, for example, the power relationships enacted online as manifest through sexism, racism, anti-Semitism, and homophobia; the quality of the discourse and information that circulates there and the effects of rumor on reputation; notions of public and private
in a digital age; cyber bullying and suicide; copyright and plagiarism; ethics and professional responsibilities related to social media; and a host of other topics and questions that a critical media literacy approach could raise regarding technology and citizenship education.
«I do not have much confidence
in the practical worth for most analysts of detailed
studies of individual companies, with
emphasis placed on either their comparative performance or on predictions of their relative
future performance over a one - to - five - years time span.»