With computerization I am further away from my job than I have ever been before. I used to listen to the sounds the boiler makes and know just how it was running. I could look at the furnace and tell by its color how it was burning…. I feel uncomfortable being away from these sights and smells. Now I only have numbers to go by. Zuboff (1988) as cited by Haralambos (2000 p701)
In contrast, the advent of portable computers such as lap tops and palm tops, has given individuals more freedom to work where and when they like. Crompton (1999). One only needs to travel to London on the train to see the number of laptop users on the move. As Starling observes ‘the Internet is allowing many employees to telework from whatever location they choose.’ In discussing the influence of the Internet on work patterns and society as a whole Starling argues:
All these Internet effects on work will have a great influence on society. They generally point to a redistribution of work (and the money that comes with it) out of established centers, such as Western cities, and into more remote areas. Teleworkers can operate in deep countryside, beyond the range of commuters. International data centres can be placed in any country with a passable education system. The ‘net’ effect is probably a good one, redistributing wealth out of concentrated hotspots in cities of the west and into the world at large.
Starling (2000 p2)
Starling gives a very positive view of the far reaching effects of computers and world globalization promoting marketing through cyberspace as a tool for opening up world market opportunities for even the poorest of countries. Gabey (2000) concurs and goes on to explain the explosive nature of ebussiness and its wide appeal.
At the time of writing, every four seconds a further eleven organisations establish an Internet presence thereby linking the to the world’s most successful, broadly spread communications network – the World Wide Web. BY 2003, worldwide more than 500 million people will be surfing the Web, from ‘Teeny Techies’ (aged 6-16) to ‘Silver Surfers’ (aged 50+). Gabey (2000 p9)
Focusing on the ‘Teeny Techies’ age group Williams asserts the importance of computers in schools for the education system. The Government has been keen to ensure that all schools have adequate computer facilities and has targeted funding to programs, which increase access for school pupils to computers. UK Schools have increased provision by introducing breakfast and after school clubs allowing access to schools computer facilities. Young people appear to embrace technology with ease and adapt eagerly to changes. IT (Information Technology) has brought new methods of learning to education, with multimedia learning, CD Roms with interactive assignments and the internet. For many children who do not respond well to the chalk and talk delivery methods, multimedia learning has opened up new opportunities. Computers can be used to help with certain learning difficulties and disabilities. Pupils with dyslexia can benefit in number of ways by using a computer to read and write, Williams (1999). Implementing IT programs in schools, however, has met with some resistance from teaching staff who have not themselves received training and support and may feel vulnerable about the changing roles and methods in education.
Keeping effective home accounts, playing computer games, shopping on the internet and emailing friends are all typical uses for the home PC (Personal Computer). The ways in which we entertain ourselves and even listen to music have been strongly influenced by computer technology, Williams (1999). Access to music has been revolutionised with the aid of hardware such as the Apple Macintosh Ipod capable of downloading MP3 music files from the Internet. Copyright laws are unenforceable and frequently ignored to the outrage of the record companies and the artists.
For all the positive practical uses for computers in the home there are clearly some areas of concern and potential danger. Chat rooms have become potential grooming grounds for paedophiles with unsuspecting children. In response to this problem Bill Gates’ Microsoft Corporation took the radical decision earlier this year to close all of its chat rooms. Computers have been blamed for some negative changes in children’s behavior. Evidence suggests that activities such as playing violent computer games can shape behaviour in children. It is argued that children with access to computers at home play outside less, exercise and interact face to face with friends and family far less. The spoken word becomes less important in social interaction as Starling concurs:
We access the Internet as individuals, rarely groups. We work alone and entertain ourselves alone. We write emails and talk less on the telephone – a different social interaction favoring different skills. The Internet is changing us as individuals, not just society.
Starling (2000 p3)
We have adapted our language to accommodate the terminology of this new technology with a completely new vocabulary. Words such as boot up, online, email, ecommerce, and the numerous acronyms, such as IT, PC, www, .com @, etc. have evolved to become part of our everyday language. We have devised new etiquettes in communication; for example using caps in an email is viewed as shouting, Gabey (2000). For good or for bad, computers have had a profound effect on the key sociological institutions of work, education and family life as this essay has discussed. These far-reaching effects upon global society are not stationary; they are continuing and evolving, constantly changing and adapting at a tremendous pace. We cannot plot progress or predict what may happen next in our new computerised world however we must accept that for good or bad the future holds many exciting possibilities.
References
Crompton, R. (1999) Restructuring Gender Relations and Employment. Oxford; Oxford University Press.
Gabay, J. (2000) Successful Cybermarketing. London; Hodder and Stoughton Educational.
Harolambos, M. Holborn, M. and Heald, R. (2000) Sociology Themes and Perspectives. (5th ed.) London: Collins Educational
Starling, A. (2000) The Internet and Society. [online] available from: -
[Accessed 25 Sept 2003]
Taylor, P. et al. (2000) Sociology in Focus. Bath: The Bath Press.
Williams, G. (1998) Student Handbook for Information Technology. Cambridge; Pearsons Publishing.