21st Century Children Using or Abused - Case Study Example

Executive Summary Information and Communication Technology has brought about a revolution in the world. Children, due to ignorance, have become the greatest victims of this technology. They are vulnerable and easily get distracted. Cyber crimes and hacking are amongst the most common crimes committed by children. These compel the society to form rules and regulations. The evolution of Ethics is based on insight and personal experiences for the well-being of the society. Theories of Immanuel Kant on morality need to be applied. Not anything that gives happiness (Utilitarianism) can be granted to children. Cultural Relativism too is against the interest of the child and both these theories would violate the UN convention on the Rights of the Child. Freedom to spam is against the ethics of the computers and the Marxist tradition recognizes the conflict and the paradox that ICT presents. Children today misuse the computer as an accessory, a weapon and as a target. The basic human rights to security and privacy have to be maintained and for this, the children have to be provided the necessary guidance. They need to understand the rights as well as the responsibilities connected with ICT. With the right amount of freedom and the right amount of restraint, ICT should be a blessing rather than a curse. Table of Contents 1. Introduction 1 2. Remodeling the Hardware 2 3. Cyber Crimes and The Rights of the Child 3 4. Ethical Philosophies and Approaches 5 Evolution of Ethics Immanuel Kants Theory 5. ICT and IT Models 6 Utilitariansm Categorical Imperative 6. IT Models and Ethics 8 Cultural Relativism 7. Abuse of ICT by children 9 Marxist Tradition 8. How to combat abuse 12 9. Conclusion 15 21st Century Children Using or Abused By ICT Introduction Information and Communication Technology (ICT) is changing the world; it has become infused in life and it brings many challenges with it. Apart from the moral and ethical impacts, these technological changes affect the society as well. Children are vulnerable and due to lack of proper guidance succumb to the distractions that this technology offers. ICT can and should be used for e-Learning, entertainment and communication but today the abuse far outweighs the use of this technology. As technology is integrated in life, the responsibility too increases. A critical assessment of the social impact of information system would help to understand the changes that could make the computer user-friendly for the children as well as protect them from harmful effects. Remodeling the hardware – convenience for children To help the children derive the right benefits, firstly the system itself has to be protected. Children start using computers at the age of 4 or 5 and hence the physical terminal design needs to be remodeled. The configurations should be such that the keys are close enough for them to reach and at the same time does not pose a problem as the kids grow up. A certain level of optimality with regard to standards must be attained. As an added security measure, which could be incorporated especially for the kids in the age group 4-8 years is, that important system settings should be inaccessible to them. This would provide a much needed safeguard against accidental disk damage, disk-formatting culture or any other change in the system settings, which could pose a threat to system stability. Cyber Crimes and the Rights of the Child Prolonged use of computers and internet can lead not just to physical harm but affect the relevant cognitive skills as well. The UN convention on the Rights of the Child sets out that every child has a right to develop a full potential free from hunger and want, protection from harmful influences, abuse, and exploitation and the right to participate fully in the family, social and cultural life. These principles can become a reality only when the family and school together put in their best efforts in the guidance and protection of the child. Ignorance prompts children to commit cyber crimes and the best way to combat this is through the right education. To take advantage of the internet, without being taken advantage of, the children need two things – information and supervision (CyberAngels 2005)1. Adults teach by example (Doug Johnson) and hence the responsibility lies with the parents and the school authorities to insure that the children are taught not just to use technology but to use it productively and wisely. The same internet is used for education and also to download pornography. Cyber crimes today are carried out more by teenagers than adults. Hacking and spreading of viruses are amongst the most common of the problems (Cerias) 2. This brings us to the subject of ethical issues and productive choices. Ethical Philosophies and approaches The rules and systems are built in a society based on ‘reasoned insight and personal experiences’ (The Evolution of Ethics)3 that reveal which actions are right or wrong or better than others. This helps in productive choices and later these take the form of moral and ethical laws. Any action or behavior that corrupts culture or distorts the peace of the society is considered wrong. On the other hand, that which contributes to the well being of the society is supposed to be right. This necessitates that ethical and moral laws be formulated and rules established. This is in conformity with Immanuel Kant’s moral theory4 which is deontological and states that ‘the ultimate principle of morality must be a moral law conceived so abstractly that it is capable of guiding us to the right action in application to every possible set of circumstances’ (2001). Kant further states that the right actions are those that practical reason would will as universal law. ICT and IT Models In sharp contrast to this is the Utilitarianism theory5, which according to John Stuart Mill (cited by Henry R. West) states that an action is right if it tends to promote happiness and wrong if it tends to produce the reverse. The happiness here relates not just to the happiness of the performer but all that are connected to it. It differs from the ethical theories where the right or the wrong act depends upon the motive of the agent whereas Utilitarianism believes that it is possible to perform a right deed from a bad motive. The term ‘happiness’ is ambiguous and if children were left to themselves they would find happiness in all that they pursue. This would also impinge upon the rights of a child to receive the right guidance and support towards his or her well-being. Kant held that there is only one Categorical Imperative of morality and believed that human life deserved the ultimate moral respect6. To overcome the perceived shortcomings, attempts were made to combine this belief with the utilitarian theory. Some believed that happiness should be considered but justice and equality should be equally valued (Wikipedia). Society cannot be left to determine its own happiness. This would lead to chaos and distortions, especially where the issues of children are concerned. IT Models and Ethics Cultural Relativism pervades society today (2004)7. We live in a society of pluralism. This holds the view that truth itself is relative; it depends upon the situation, environment, and the individual. What was considered ‘sin’ a few years ago is now a part of culture. Pornography is no more frowned upon. Cultural Relativism is acceptable to the extent that one has to make adjustments in issues like food, clothing, and language but not on moral issues and issues concerning the truth. Cultural Relativism suggests that nobody has any right to judge or punish anyone, which means that the society has no standards at all. This implies that children cannot be rebuked or restrained from immoral behavior because there is no judgment of such behavior. This again brings us to the issues raised by the UN Convention on the Rights of the Child, where importance is not the child but the society and its degrading standards or no standards at all. Abuse of ICT by children Freedom of speech may be a fundamental right of an individual but freedom to spam is against the ethics of computers. Technology creates a paradox – while solving problems it leads to crimes (Tom Stevens). The Marxist tradition of the IT model recognizes the conflict and the paradox that ICT presents. The US Department of Justice categorizes cyber crimes by children in three ways – the computer is used as a target, as a weapon and as an accessory (Cyber Crimes and your children)8. It is used as a target to attack other computers. This is called hacking and can range from stealing passwords to extracting culture even destroying data. The children have to be taught the legal and ethical implications of such hacking. It is used as a weapon to create real world crimes like sending unsolicited emails or even sending information through emails, which they would otherwise hesitate to talk personally. The children should be educated about the positive usage of emails and discouraged from indulging in spamming. Besides, students use computers as an accessory to store illegal files or information (CERIAS). They learn to crack codes and download software or music, which amounts to theft. They should be made to understand that this is theft of intellectual property and need guidance at this stage. The only way that such crime rates can be lowered if not eliminated is to educate the children adequately on the consequences. Stories of unethical use of technology are found in plenty amongst the students. Reports have been received of hacking the school server, of spamming, downloading pornography, form school groups, and criticize the teachers and the school (Doug Johnson). Misuse of technology like these should not be allowed to thrive under any circumstance. Schools have the responsibility to create young citizens who should be ethical and safe users of technology. When students enter the world of technology they are confronted with a world of new experience. They are unable to decide or even think what is considered a crime (CERIAS). For instance, picking up something physically from a store is known as stealing but downloading pirated software does not appear to them as a wrong act. This is where the responsibility of adults lies in educating the children. The teachers and the school authorities need to understand well the meaning of computer ethics and ensure that every child is imparted the guidance as per the UN Convention on the Rights of a child. The terms ‘safe’, ‘ethical’, ‘illegal’ and ‘moral’ are all relative terms and change according to the environment and the individual (Doug Johnson). Personal values differ based on religion, education, upbringing, and experience and hence the meaning of these terms varies. How to combat the abuse The use of internet has to be regulated to guarantee basic human rights to security and privacy as per the OECD Guidelines. Legalization and legislation cannot solve these problems. This is the responsibility of the internet users and as far as the children are concerned it is up to the parents and the school to train them. Privacy is the basic human right. The fundamental principles of cyber ethics are Privacy, Property, Access, and Accuracy (Porfirio Barroso)9. Irresponsible access to the internet by children can have cognitive and developmental effects. Through continuous use of the computers and the internet, children get access to the confidential data of their parents (CERIAS), which should not be permissible. Legislation is necessary to take punitive action against the criminals but code of ethics for internet users and professionals have to be set and followed. The use of ICT is detrimental to a balanced growth of an individual as well as building relationship with others. Relying heavily on emails reduces face-to-face contact10. Besides, communication can be misinterpreted because facial expressions are missing. With more work being executed online, it requires more human efficiency, better human judgment even though ICT is supposed to save time. Continuous use of the internet keeps a child away from physical activity and social engagements. He/She becomes morose and finds little interest in anything other than the computers or internet (Virtual addiction). Physical exercise is necessary to maintain health, increase longevity and improve energy. It improves the psychological well-being and prevents addiction to the computers (Virtual Addiction). Addictive behaviors are known to bring changes in the Dopamine, which is responsible for the chemical changes in the brain chemistry11 (Doug Johnson). This can lead a child to various unwanted habits like gambling, compulsive eating, and drugs. Internet addiction isolates a child from his surroundings and specially his family. An individual has to live in the society and follow certain norms. Shying away will only lead one to guilt and shame and perhaps further addiction. There are several support groups to help reduce internet abuse and addiction but unfortunately these too are on-line. Technology can be stimulating up to a certain limit but it fails to provide the emotional security, which a child needs. Human contact is missing, which is an essential element for the child’s well-being. Conclusion Keeping the above social impacts in mind and the ethical issues, which affect the society, parents and the school have a joint responsibility to educate the child in all respects. Morality cannot be ignored and the values have to be explained. Happiness is a relative term but encroaching on others’ happiness has no justification. Freedom may be a birth right but so is privacy. A child is ignorant and has to be lead to light through the right education. They must be taught that to maintain their own privacy they must learn to respect others’ privacy. Technology has to be used in constructive ways so as not to break the rules of family, school religion culture the government. They need to understand both the rights and the responsibilities connected to ICT. With the right guidance, the right exposure, the right amount of freedom coupled with the right amount of restraint, it is certainly not difficult to turn the abuse of ICT to the right usage, to make ICT a blessing rather than a curse. ICT is here to stay and it is up to the society to bring up healthy children and make the world a better place to stay in. References: Cultural Relativism 2004, < http://www.cultural-relativism.com/> (23rd December 2005) CyberAngels, 2005, < http://www.cyberangels.org/homefront.html> (23rd December 2005) Cyber Crimes and your children, < http://www.cerias.purdue.edu/education/k-12/cerias_resources/files/infosec_newsletters/08cybercrime.php> (23rd December 2005) Doug Johnson 2005, Developing Ethical Behaviors in Students: What Schools Must Do, < http://www.doug-johnson.com/dougwri/yearbook.html> (22nd December 2005) Henry R. West, Utilitarianism from Encyclopedia Britannica, < http://www.utilitarianism.com/utilitarianism.html> (23rd December 2005). Kant: The Moral Order, 2001, < http://www.philosophypages.com/hy/5i.htm> (23rd December 2005) Porfirio Barroso, Cyberespace: Ethical Problems with new Technology, < http://www.ccsr.cse.dmu.ac.uk/conferences/ccsrconf/ethicomp2001/abstracts/barroso.html> (23rd December 2005) The Evolution of Ethics, < http://www.evolutionaryethics.com/chapter1.html> (23rd December 2005) Utilitarianism, Wikipedia, < http://en.wikipedia.org/wiki/Utilitarian_ethics> (23rd December 2005) Bibliography: Convention on the Rights of the Child, < http://www.unicef.org/crc/index_30166.html> (22nd December 2005) Tom Stevens, The High-Tech High-Touch Paradox, < http://www.businessleader.com/bl/sep04/hightouch.htm> (23rd December 2005) Virtual-Addiction, < http://www.virtual-addiction.com/a_10steps.htm> (23rd December 2005) Read More