Participation in Arizona State Government

This week I wanted to consider how citizens interact and participate with the Arizona State Legislature, both in how technology could be used and an idea for a new government communication tool.  Currently there are different points of access for the public.  The first and most traditional is contact information of the legislators.  In this context it is important to remember that the characteristics of contact mediums shape the kinds of conversations that can be developed.  Contact information is essential for being able to schedule a meeting with a representative or senator, but the communication is very limited in this medium, especially since the initial contact is with administrative assistants.  The implied power suggests that the legislator is the dominant power as he or she can accept or reject appointment requests. 

Another feature is ALIS http://www.azleg.gov, a tool on the legislature website that provides the language of proposed and approved bills.  This serves a reference role, where public access to information is improved when displayed on the web.  This resource can improve discussions on relevant issues, but is not a medium for government communication.  It should be noted that there is a difference in government transparency of providing information and providing information that is easily navigable by the public.  For example, to access bill language from previous years, the user must change the session- this was confusing as a first time user and can lead to difficulties if individuals do not remember the session in which a bill was presented.

A third communication path with the legislature is the ability to speak on proposed legislation.  Citizens can sign in on modules and stand in support or opposition to a bill and can request to speak.  An initial profile must be created at a kiosk at the state capitol, but once a profile has been created, individuals can sign in remotely to voice opinions.  This power structure can be considered more direct, since citizen opinions are being presented when bills are in development and revision, but there is still a disconnect between the individual opinion and the representative.  Additionally, during my time as a page at the House it appeared that individuals associated with an organization were given more attention than members of the public unless that individual was influential. 

Given these available means of communication, I think it may be helpful to create a website allowing for direct expression of citizen opinions to government and peers and accessible resources for the public.  I will do my best to describe what I visualize.  A brief description of proposed legislation, organized by theme for searching ease, could be provided with a link to the bill page on ALIS.  The structure of the site can be a spoke and wheel design; I included an example that was may work as a reference for different idea templates (http://www.google.com/imgres?imgurl=http://www.loaddd.com/vdo/uploads/picture2/338.jpg&imgrefurl=http://www.loaddd.com/download.php%3Fid%3D338&usg=__CmBBPXq-Ki4uj2UQQyC2tIBhqpE=&h=376&w=500&sz=40&hl=en&start=61&zoom=1&tbnid=Ak-DomPhh4dkiM:&tbnh=113&tbnw=150&prev=/images%3Fq%3Dedraw%2Btrial%2Bversion%26hl%3Den%26sa%3DX%26rls%3Dcom.microsoft:en-us:IE-SearchBox%26rlz%3D1I7DMUS_en%26biw%3D1003%26bih%3D521%26tbs%3Disch:10%2C1797&itbs=1&iact=hc&vpx=718&vpy=168&dur=1078&hovh=195&hovw=259&tx=170&ty=87&ei=UfDFTM69GYTQ). 

Summary reports of deliberations and key issues could be included for background (there must be a value neutral emphasis in this section to be successful).  People would have the opportunity to sign in once for each bill revision; for example, if a bill was proposed and amended one time, a citizen would be able to comment two times.  Maps of opinions could be bundled by legislative district.  A tool could be used that would allow legislators or the public look at opinions or questions that people in districts are thinking about.  Legislators could pose questions on the site for input.  Another feature could incorporate the online game networking to come up with new ideas to solve problems.  McGonigal (2010) noted how a few online games she designed led to innovative solutions created through supportive networking.  Ideas that have merit could be used as a framework for new legislation.  If this application was successful, there could be a new relationship of constructive discussion and problem solving.  The site could be a reliable source of citizen opinion feedback and could help representatives understand different issues brought up by constituencies.  Shirky (2010) likewise discussed how using software can be used so the institution becomes, “an enabler rather than an obstacle”.  The web can be seen as an opportunity as well as a tool to utilize the resources and knowledge of the public, which in turn can improve government projects and public service.

Paper Proposal- Individuals, Technology, Government and Power

Paper Proposal- Individuals, Technology, Government and Power

I have been considering a theoretical paper for the final assignment focusing on citizens and their sense of personal power regarding technology and informatics.  I would be interested to see if there are different areas of technology that makes individuals feel more empowered than in other areas; for example, do people feel more empowered in the private sphere versus the public sphere?  That being said, I would like to focus primarily on the relationship between government and informatics.

Government has taken pains to utilize technological tools to communicate and work with individual citizens.  This falls in line with Malamud’s (2009) argument about the relationship of government and citizens; he argues that there have been three waves in the history of government determining the obligation government has taken on to communicate and work with American citizens (42).  Malamud predicts, “We are now witnessing a third wave of change- an Internet wave- where the underpinnings and machinery of government are used not only by bureaucrats and civil servants, but by the people.  This change has the potential to be equally fundamental…Today public means online” (43, 46). Through the course, we have studied how government is working to increase the interactive nature of its online information.  It would seem that if government strives to increase transparency and openness through technology and informatics that citizens may develop a new relationship with government institutions. 

Of course, there are issues with the presentation of information; I would be interested to see if there has been research regarding the overflow of information and the navigability of the information.  If government information is present but difficult to locate or interpret, the transparency objective is not being met.  Another issue to examine is the way in which individuals interact online and the potential differences between citizens gaining a sensation of power versus actual input on the system itself.  Individuals are learning about the resources available from the government and expectations of information sharing has increased, but we are still in a transition period for determining the relationship of citizens and governance.  Currently there is a great deal of outreach to other citizens but we are not at the point of government institutions receiving direct input from individuals through online technologies.  Noveck (2009) provides an illustration of such a schism, “But while online communities to date may have enabled people to click together instead of bowling alone, they are not yet producing changes in the way government institutions obtain and use information.  These purely civic programs are disconnected from the practices and priorities of government” (55). 

I will continue to develop the paper proposal and will have a more defined topic and sources by the time the abstract is submitted.

Government websites- different tools for different objectives

The readings for this week demonstrate that government is in the process of fully utilizing the web and its resources regarding e-government.  Most are currently on the web; Wohlers (2007) noted that there has been a jump of e-government usage at the local level from 9-90 percent between 1995 and the early 2000’s (4).  However, Jaeger (2006) notes that how individuals utilize the web differs between the service provided by the agency, their understanding of the web, and their conception of what government transparency is (183-184).  Heeks (2003) adds to the discussion by noting the range of world wide e-government projects; at the time the piece was written only fifteen percent of projects were deemed successful, whereas eighty five percent were deemed either to be partial or total failures (2).  Some of this issue may be due to the newness of the technology and the rate at which government agencies have embraced utilizing this tool for outreach.  Another issue leading to different interpretations of usage of the web is that citizens do not have a solid conception of what they expect from e-government (Berlot & Jaeger, 2007, 149).  From these discussions, we know that while there are some standards for how government websites are organized, there is room for interpretation for how government service on the web can be realized.

White House: I feel that this website was designed to be approachable and accessible with the intent to be increased understanding of the President’s perspective on issues and to demonstrate what has been accomplished.  In many sections there is a photo or video to supplement the text.  For example, there is a section devoted to specific legislation and the President’s position on each piece of legislation.  It is clear that use of technologies is a theme in the site and there is a portal linking to programs ranging from Twitter to YouTube. 

Apps.gov: Apps.gov resembles a store website more than the others.  It offers a variety of cloud computing software that government agencies can buy.  These software products range from business to social media applications, all available for purchase.  There was an introductory video on the main page of apps.gov pitching cloud computing to potential customers; it focused on the resource sharing that cloud computing offers in addition to being termed a more green technological resource.  However, there are concerns with cloud computing such as data security, concerns of espionage, and professional hackers (Stibbe, 2005, 8).  Though not in the formal readings, there also concerns about the storage of government records.

Data.gov:  Data.gov resembles a library more than a store.  There is an information catalog that is searchable by keyword and includes raw data, tools, and geodata.  This is an information access webpage, linking citizens directly with the information they want to know.  Data is available from the federal government, and on one tab is aggregated to show what tools and data are available by a particular agency; it even includes a notation of high value raw datasets.  This site is likely not used by the general public very often- though everyone has access to the information, not everyone may know how to utilize a dataset to find the answers they are seeking.  This does, however, assist in government transparency as the data itself is available rather than a process table or report.  Individuals have the opportunity to examine information personally.

 Recovery.gov:  Recovery.gov is primarily an accountability tool for the government.  They are demonstrating that the Recovery Act is having a positive impact on the country.  There is clearly a desire to show accountability for the funds used- users can view expenditures by state and review projects that have been started or completed using the allocated funds.  This site is mostly a one direction site.  There are not links to the social media that was available on the White House website.  The two access points for communication with the site are to report fraudulent spending or to apply for jobs created through the Recovery Act.  To me, this is a dynamic way of showing the progress of a piece of legislation, and to share information about the legislation itself.  This is important since many citizens do not have full information regarding the content of bills, which can lead to concern.

Serve.gov: Serve.gov is designed to be easily accessible and understood and like the White House page has many access points to social media.  However, on this page there are more opportunities for interaction.  Individuals can search for local volunteer opportunities, can read about projects across the country that have been established and has access to either sharing about a service project completed or learn how to begin a project.  President Obama has spoken often about trying to change the culture of American in regards to service, and this website reflects that ambition.  The site works to facilitate the expansion of public service in the United States.

Arizona State Library, Archives and Public Records:  www.lib.az.us  I would like to discuss the state library webpage; this is chance to look at a state level website and because I work there and so know a bit about the services provided on the site.  The state library is an agency under the Secretary of State and so wants to explain the agency services, provide information, and assist in the democratic process of voting.  There is information regarding each division of the library and the services they provide, along with access to the state library catalog.  There are also links for citizens to interact with.  One link is to the Arizona Memory Project http://azmemory.lib.az.us.  This particular site gives direct access to current and historic government documents as well as current or historic cultural collections from across the state.  This allows archival materials to be available to the public without having to physically visit the archives.  The site has resources for finding jobs in the state or other resources needed.  There is also a page for state employees that include links to local and national newspapers, magazine and journal subscriptions.  All state employees, from staff to state and federal legislators to the Governor, can access this link with their state library card.  This site strives to share information with the public about the agency but also to be another access point to the information kept by the state library.

Technology as a Resource for American Education

Technology as a Resource for American Education

Public education in the United States may be considered by some to be a wicked problem.  Though this is perhaps somewhat harsh, there are many issues with public education that must be addressed.  There are schools deemed failing through achievement and funding shortages, and there are large pupil-to-instructor ratios.  Current salaries for teachers are low.  Though there have been efforts to increase achievement in standardized examinations by establishing national standards, there have been ripple effects.  The problem I would like to focus on is the varying levels of access to resources, such as excelling instructors and course content ranging from history and science to the arts and physical education.

The status of American education has frequently been in discussion- it is known that a well educated society will lead to developments in technology, commerce, science development and other important fields.  This has developed into a discussion on academic standards, following the thought that standards will increase overall educational attainment.  In the 1980’s and 1990’s, concern about the status of academic standards was voiced, and different proposals to sort out the problem were presented.  In 1983, the National Committee on Excellence in Education published A Nation at Risk, linking the declining achievement of American students with the security of the nation, “America’s position in the world may once have been reasonably secure with only a few exceptionally well-trained men and women.  It is no longer…Learning is the indispensable investment required for success in the “information age” we are entering” (National, para. 1-2).  Education requirements were increased and work loads for students became more demanding.  More work to reform education was proposed by the National Governor’s Association (1996), wherein uniform standards were perceived to be high level standards and an emphasis on students working in small groups was emphasized to promote multidimensional growth (McCaslin, 2006, p. 481).  The No Child Left Behind Act was proposed in 2001 as a way to implement uniform standards in reading and mathematics skills that would give the federal government flexibility in oversight through national funding of schools; during the time period the measure was proposed, it was supported by both parties and the President, (Robelen, 2001, p.1).  NCLB is has more philosophical ties to A Nation at Risk than it does the National Governor’s Association, as referenced by the diction in a notice from the U.S. Department of Education, “The U.S. is ninth in the world in high school graduation rates among 25-34 year olds…In 2004, India’s colleges produced 350,000 engineering graduates compared to 70,000 in America.  The elite 10 percent of India’s youngest engineers outnumbers America’s top 50 percent” (Increasing, 2006, para. 3).  Remaining competitive in the market of producers is a priority to Americans, and the necessity to make educational structure more rigorous will allow students to become more disciplined and productive once they have completed their education and are participating in the workplace.  There is a great amount of pressure for the United States to keep its dominant position in the political and economic spectrum of the world, which is the reason that the No Child Left Behind Act was passed with widespread support.

The No Child Left Behind Act has its own focus and limitations.  It is concerned with school meeting set standards, not the overall educational experience.  This is not necessarily negative, but that means it is up to instructors to demonstrate a passion for learning and study along with meeting educational attainment requirements.  The language of the bill itself can lead to limits in how students are given access to information.  For example, if one class fails the standard examination threshold, then the entire school is deemed to be failing.  This leads to strong emphasis in schools to teaching materials that will be tested, sometimes to the detriment of other course areas that are not included in the exam.  In 2007, Arizona Superintendent Tom Horne discussed a story from a middle school teacher in Yuma who discovered that the class of new seventh graders were unaware of who Christopher Columbus was, let alone the impact he had; when the elementary school supervisor was asked about this deficiency, the response was, “we don’t teach history or science in our elementary school because they are not testing it…we (the Arizona education administrators) estimate that almost half of elementary schools are not teaching history or science…” (Horne, 2007, 2:14:40).  Income disparities do have real impacts on the resources available at schools, and so some low income schools across the country have had a difficult time maintaining standards.  There is also a spatial element to be considered- the needs of urban schools differ from rural schools. 

Access to strong resources is extremely important for the overall education of American students.   Creating multiple access points for students would increase the likelihood of encouraging interest and development in the educational process.  Utilizing the resources available through technology would be beneficial for increasing access to both resources and educators.  For instance, a social network for teachers could be established where members can share successful lesson plans, discuss resources, and come up with new ideas.  This would be a tool just for educators to discuss and learn, to be a hub for new ideas.  Online lessons could be developed by teachers to be used by other educators in the country.  The number of times a lecture is used could be tracked and the teacher given a monetary reward.  Some classes could be offered in virtual worlds such as Second Life.  Using technology would help prepare students for work in an information economy and would also bring them into contact with social institutions aimed at public service; libraries, for example, provide computers with internet access for patrons free of charge.  Increasing visual learning, such as science demonstrations or historical reenactments, can assist in making areas of study dynamic.  Increased participation from students and faculty and additional access points to student resources will be beneficial in changing how American students interact and learn.

Sources:

Horne, Tom. (10 January 2007). Report on No Child Left Behind vs. AZ Learns.

            Committee on Education K-12,  Arizona House of Representatives. 2:00:13-

            2:17:46. Retrieved from http://azleg.granicus.com/ViewPublisher.php?view_id=3

National Conference of State Legislatures. (2005). Key Recommendations from the

            NCSL Task Force on No Child Left Behind (NCLB) Final Report. Retrieved from

http://www.ncsl.org/print/statefed/nclb/NCLBRecommendations.pdf

McCaslin, M. (2006). Student Motivational Dynamics in the Era of School Reform,

            Elementary School Journal 106 (5), 479- 490.

Robelen, E. W., Fine, L. (2001). Bush Plan: ‘No Child Will Be Left Behind’.  Education

            Week, 20 (20).

U.S. Department of Education National Commission on Excellence

            in Education. (1983). A Nation At Risk. Retrieved from

            http://www.ed.gov/pubs/NatAtRisk/risk.html

A Discussion of Technology’s Role in Bullying

http://www.nytimes.com/2010/09/30/nyregion/30suicide.html?pagewanted=1&_r=1&sq=rutgers suicide&st=cse&scp=3  

The New York Times article “Private Moment Made Public, Then a Final Jump”, written by Lisa Foderaro, covers the actions that led to a Rutgers student committing suicide by jumping off of the George Washington bridge.  This has been a prominent story and people are aware of the occurrence, but I wanted to take a moment to discuss the role of technology and the efforts of the university to address privacy issues.   Rutgers University had begun a project to promote civility across the campus, both in face to face interactions and in the online world.  This experience is demonstrating to people the real world impacts technology can have on people- in this case, technology provided a more damaging impact than a rumor would have been.  The old saying is that images are worth 1,000 words, and this particular image may have directly caused Mr. Clementi’s suicide.  The university will likely be contemplating a new policy concerning use of technology and responsibility of maintaining privacy.  This is going to be difficult, no matter what Rutgers or other school put into practice.   The difference I found in this story as opposed to the case of a teen suicide prompted by a mother bullying over the internet was the lack of sensationalism.   No longer are people debating the real world effects the internet and online technologies have on people, now there is more of a focus on what is the correct course of action when violations of this nature occur.