With the sheer abundance of technological innovation that gives us greater access to commerce, education and information in general, one can quickly speculate that access itself may be related to quality of life. Technology continues to be a fascination, particularly when it becomes widely available. Many individuals indulge their curiosity, marvel at the latest technological innovation, and reflect on how it can provide the greatest benefit. Others seek more evidence before they invoke structures or systems for its control. That insatiable urge to uncover unknowns, to ask questions on matters of how to sustain the innovation, may differ in viewpoint.
Educators are familiar with technological innovation.
The growing use of computers has had some educators in a technological grip to the extent that valuing the technology is seen as an inevitable curriculum determinant. Yet other educators seek curriculum that features technology as a sophisticated tool to be used essentially to promote those curriculum determinants that count. In developing this installment of the column, I considered the issue of information integrity along with a host of other contentions that have sired scepticism and computer myths. One might start by reviewing the growing number of provisions imbedded in the technology though organizations that develop the systems for us, those that ensure that our capacity to conduct our communication and business affairs are protected. It follows that a number of watchdog organizations have become available on the WWW to provide beneficial information that alerts us to issues and demystifies the procedures.