THE TROGAN HORSE SYNDROME: SMS RINGS IN A NEW URBAN TRIBE

Elspeth McKay PhD FACS* John Lenarcic**

Joan Richardson PhD*** RMIT University – School of Business Information Technology*, ** and ***

GPO Box 2476V, Melbourne, Vic. 3001, Australia

ABSTRACT

The purpose of this paper is to discuss the usefulness of short message service (SMS) to provide academy information services. As ubiquitous technology beckons to entice early adopters; even with the best planning in place, predictable outcomes remain a fallacious fantasy. The Ciborra hospitality (Xenia) metaphor provides a useful linguistic framework to describe the interactive effect of the techno-comfortable Gen-Y’s uptake of information and communications technology (ICT) tools and their improvisation on the acceptance rate of less sophisticated users. We suggest that ICT users may fall into two distinct cultural user tribes (techno-savvy/techno-Luddites). Consequently, great care should be taken during these early days to promote innovative tinkering. More experimentation on SMS as a conduit for administrivia should be encouraged. In a 2006 pilot test 186 students voluntarily registered to trial an SMS application; only 12% responded to the online Questionnaire. Results indicate the majority valued the experience, with 83.9% of the Questionnaire responses being positive or very positive. The trial revealed that 100% of the respondents were happy with the quality of the information and 96% believed the information was secure.

KEYWORDS

effective HCI, techno drifting, techno tsunami, generational discord, parasitic learning, xenia metaphor

1. INTRODUCTION

Our techno-landscape has become festooned with electronic gadgetry for all sorts of human-computer interaction (HCI). It is no secret that the advent of exceedingly powerful computing grunt during the latter part of 1990’s heralded all sorts of innovative plug and play digital devices. One is reminded of the tidal swell that brings forward a techno-tsunami sweeping up people and their gadgets (Figure 1), only to rudely dump them when the momentum eventually ebbs away (Ciborra, 1999). This is also true for describing the rickety nature of the relationship between people and their information communications technology (ICT) tools. Understanding what the likely effects of this emerging techno-vista have on our lives hasn’t exactly taken off at the same lightening speed as the uptake of most things digital (Bradley, 2006). Although there are more than 2-decades of cross-disciplinary research, social informatics has emerged to lead the field on the “impact of ICT on humans” (Bradley, 2006:72).

The main purpose of this paper is to discuss one aspect of this complex environment. The dialogue commences with an explanation of the rapid uptake of technology by our youth as a techno-awakening. We suggest here that the global nature of this swing towards reliance on ICT tools appears to be a new type of generational shifting not witnessed previously. We liken the convergence of humans and technology to a gathering of new tribal communities of people (Watters, 2003). Drawing on the literature from disparate disciplines, the contribution of this paper is to provoke debate; promoting an appreciation for the range of ICT tool users across the generations. To this end we have chosen to write in a voice that depicts everyday language about ICT usage. In the second section of this paper, we concur with Saccol & Reinhard (2006) to say that when humans interact with a new ICT, the tools have the propensity to take on a life of their own. In section-3 we outline in brief a recent case study (Richardson, et al., 2008) as an example of the rapid acceptance of ICT to provide students with university administration services. Finally, we propose the key to

IADIS International Conference ICT, Society and Human Beings 2008

33

closing the expectation gap that separates the techno-savvy from the Luddites may be found in understanding the interactive Xenia effects of the intra-generational techno-tribes.

Figure 1. Techno-tsunami

1.1 ICT Tools Captivates a Generation

It is relatively easy, even for the most entrenched techno-phoebes or techno-Luddites, to buy computerized gadgetry from a department store, turn it on and metaphorically take off into the Internet. Here is where any honest discussion on ICT tools’ adoption usually takes a sharp turn, to divide the population according to their techno-tribe. Let us say for now we can group people into techno-savvy or Luddite tribes. For it is within this very notion of keeping pace that the crux of the problem lies. These days it is certainly much easier for the techno-savvy members of our society to use ICT tools. They may at least know how to describe the various pieces of an ICT tool; like knowing that little graphic symbol which defines the on/off switch. While others (let us refer to them for the moment as belonging to the techno-Luddite tribe), are left wondering why new computers don’t come with 3” floppy disk drives any more. For this latter group of people, things could be a whole lot easier if we had a common linguistic framework in which to understand this endless bevy of electronic gadgetry.

Graphic symbols used in technology based interfaces can enable a tribal understanding of symbols outside the norms of national culture. “A narrative of organizing power to unite, and inspiring symbols which all citizens can identify with and draw sustenance from …” (Postman, 1993:178). Communication channels and information technology (IT) enable the development and co-existence of a multitude of techno-savvy subcultures, supported by technology. ”…education has become a tribal affair; that is each subculture must find its own story and symbols, and use them as the moral base for education.” (Postman, 1993:178). Technological gadgetry and associated communication now create the stories and symbols that provide the meaning for interactions within social networks and arguably sub-cultures rather than the traditional control held by the religious and judicial institutions. The culture created by the communications technology was described by Postman (1993) as:

”Technopoly is a state of culture. It is also a state of mind. It consists in the deification of technology, which means that the culture seeks its authorisation in technology, finds its satisfactions in technology, and takes its orders from technology …” (Postman, 1993:71).

The tools also enable processes representing interactions that traverse the cultural boundaries. Postman (1993) claims that the “tool-using” culture in which technology is the saviour of man and not a theological entity, is believed to be a positive entity by the majority of individuals living within the abstract structure of the techno-savvy tribes. This paper is about uncovering some of the more uncomfortable aspects of the emerging trend towards the inseparable relationship between some people and their unquenched reliance on IT gadgetry.

ISBN: 978-972-8924-61-4 © 2008 IADIS

34

1.2 Techno-Awakening

Is it still useful to examine the history of electronic data processing? Once upon a time there were the 101-type introductory computing programmes pumped out to explain to us about how the input/output processing cycle works in diminutive detail. These days people surely don’t need such prescriptive advice. Such a reliance on a fine grained approach to familiarization is rather like the days when car-drivers were expected to know how to fix a troublesome engine themselves. In fact, automotive tinkerers were instrumental in the early evolution of the contemporary motor vehicle (Franz, 2005). Similar remarks apply to the development of radio technology with innovation at times driven by amateur enthusiasts via ”ham culture” (Haring, 2007). Today the average computer-user gets on quite well without any knowledge of what a central processing unit is. Besides, most people are far too impatient these days. Instead they want the one-click instant gratification. However, if one seeks entry to the burgeoning community of open source software developers, then technical prowess at all levels is a prized possession for club members (Raymond, 2001). Thus a dichotomy of users of technology is rapidly emerging within the techno-savvy tribe Cyber-age tinkerers fuelled by a passion for invention versus the more passive communicants of Internet working.

Consider the pace at which mobile technologies are entering the HCI arena. All around the world, people who are wealthy enough and have interests in these tools appear to be adopting them at a rapid rate. This is where the whole techno-vista becomes problematic! Over two decades ago, warning bells about our propensity to revere machinery (Dreyfus & Dreyfus, 1986) were sounded that still reverberate today in commentary documenting the resurgence of Luddite sentiments (Fox, 2002; Jones, 2007). Dreyfus & Dreyfus worried that the next generation would defer many of their usual life-skills to this type of computational machinery (Figure 1). For instance, the unique human ability to recall their memories of past behaviour as useful experiential learning tools.

Experiential learning occurs when a person or group of people take part in a certain activity and reflects on this activity to bring about changes in their day to day behaviour. It occurs naturally throughout ones daily life (especially for the techno-savvy). There are many advantages of experiential learning, it can “be adapted to many situations” (Pfeiffer & Ballew, 1998:2) and can be used for many things, for example, “development of personal health, communication skills, interpersonal relationships” (Pfeiffer & Ballew, 1998:2). Techno-savvy tribal members use eMail and mobile phone technologies to facilitate social networking and appreciate the features that reduce the need for memorising or ensuring the accessibility of other individuals contact details.

Can we see how much progress has been made towards dealing with this Dreyfus & Dreyfus vision? Unfortunately, it would appear most people don’t question the continual production of faster, more efficient means for global connectivity. Consequently, this unbridled race to innovate new ICT tools has already highlighted the negative effects of distributed cognition (Salomon, 1993). Sadly as time moves on, this worrying trend to dehumanize our HCI is really playing out before our very eyes. As we get brighter, smarter machinery, it is inevitable that unless we care (Ciborra, 1998) for the folk of the techno-Luddite tribes, the digital divide will ensure they remain isolated forever. If this is the case, then the predicted Big Brother phenomenon has already won.

One only needs to look at how the wireless tools are poised on the current techno-horizon (Nicolai et al., 2006). No doubt, the connectivity that is possible seems endless. However, at the present moment, people still need to be in a position to purchase these devices to join in this electro-knowledge revolution. What is to happen with the people who cannot afford to join in? This is where an effective model of HCI has an important role to play to avoid or lessen the dubious enemy-like characteristics of IT (Saccot & Reihard, 2006). Who is really noticing that the rate at which we are adapting to the techno-landscape is scary. Why are we continually inviting these ICT gadgets to take their place alongside all the other non-finite global resources? Our reliance on techno-solutions playing out the Dreyfus & Dreyfus prediction means that human beings may one day reach the sad position in which our ability to make the distinction between a naturally occurring phenomenon and the techno-landscape becomes saturated by our blindness to knowing whether there is any difference. For instance: look at the rather nasty little habit of placing the “e” to signify electronic in front of whatever takes our fancy or the proposal to accept text message short word forms in exam papers and assignments.

IADIS International Conference ICT, Society and Human Beings 2008

35

1.3 Generational Influence

Initially, HCI was viewed on a strictly mechanistic level. Thankfully, talk of generational profiling computers has all but disappeared from the literature. This is possibly because the computer scientists ran out of ideas, with their naming of the Fifth Generation. They believe that some machines have the potential to take on human qualities such as: reasoning, learning, inferential thought, etc. In this way, information systems (IS) developers seem to still be trying to emulate the human-dimension. Moreover, if we look in the right places, we may see an elasticity effect with HCI and ICT tools’ uptake. This is the point where the techno-savvy tribe takes off, leaving the techno-Luddites in their dust. If we are honest about who is using what and where, and by examining the human-dimensions of HCI carefully, we will see there is a generally consistent relationship that reflects a worrying global trend that is already surfacing through the uptake of mobile ICTs. In many corners of the Earth, it has become so cool to be a techno-geek, that we are not noticing how quickly our acceptance of ‘things IT’ is drifting (Saccot & Reihard, 2006) us into uncharted waters. In more recent times, and perhaps fuelled from the top end of town towards the increased profits to be had in the service oriented business practice; IS design people are paying more attention to usability issues, which surround the socio/human-dimension of HCI (Bradley, 2006).

1.4 Tribal Influence

Unlike the people born before the computer age, many of whom may still be in awe of the techno-environment, the generation of people born between 1965 and early 1970’s (commonly referred to as echo boomers, Gen-X and even preMillennials); are quite comfortable with our digital environment. The more techno-savvy Gen-Y millennials have grown up absorbing digital gadgetry as if they were silent ingredients in a techno-osmosis. Because of this, our younger users enjoy the full range of digital computing toys without giving a second thought to what life would be like without them (Figure 2). Outside the home this generation expect “ … fun, social connection, training, personal development, greater fulfillment and even environmental sustainability” (McCrindle, 2006:7).

”Mark McCrindle describes Y as a generation that has embraced constant change as a way of life. … They are the most technologically sophisticated generation, they’re educated, highly employable and they know it. … Yers won’t be clocking in and out. Nine to five was dispensed with a long time ago” (Fragiacomo, 2005:56).

Any wonder the younger Gen-Ys now expect to have unlimited access to things like: multiple television channeling, mobile phones, and instant Internet messaging? In other words they are well plugged into the digital world; often their baby-boomer grandparents fork out the money to pay for these digital gadgets without fully understanding what they are or how they work.

Figure 2. Gen-Y and their toys

The Internet has instantly transported younger people into a global community of providers. They have grown to expect to meet each other in virtual media cafés that offer HCI restricted only through the limitations of their imaginations. They have come to know there is a clickable someone there for them

ISBN: 978-972-8924-61-4 © 2008 IADIS

36

around the clock. In this sense they have bypassed the steeper techno-learning curve that some of the older generations of computer users have to endure. Instead most of the Gen-Ys dive head first into the technology. There is no gradient on their skills acquisition, because of their plug and play attitude. When something does not work properly they have absorbed enough confidence while growing up around all this gadgetry that their techno-problem solving skills are now an inherent part of the psyche.

Being part of the echo boomer generation means they have also acquired a tacitly inherent sense of having to continually broaden their experiential horizons. It has been said that they are a generation less interested in rebellion, where recognition for rules has brought forward their aspirations to please. Perhaps this is due to the increased opportunities their parents took to enrich their experiential vista; providing a never ending supply of extra curricular events. It is quite common, these days, to hear of exhausted (Gen-X) parents transporting their offspring to ballet, tennis, music lessons, etc, etc. So maybe it is not so surprising to know these echo boomers show evidence of being entrenched in the more traditional aspects of life. They believe it is better to please their doting parents, rather than pursuing individualistic recognition where rebellion may lead to alienation. It is quite possible these techno-savvy generations will continue to rocket themselves around the planet once they mature and reach adulthood. The Internet may then become the de facto parent, offering the full range of digital experiential awareness opportunities.

2. COUNTERACT THE DANGERS OF TRIBAL BLINDNESS

The propensity for techno-connectedness has not gone unnoticed by the next generation referred to as the youthful Gen-Ys. Regardless of whether they are school aged or may be attending college or have passed their 21st birthday, these young people may also live independently of their parents or remain at home. Irrespective of their personal circumstances, the drop-in techno-cafés also fits perfectly into their daily routines. Here is where they extend personal channels through their global networking. All on their own, they can develop new friends in chat rooms, play games, build new skills, seek career advice, look for part-time work and find out about the latest trends in leisure activities. Gen-Y techno-savvy individuals use mobile technologies to construct virtual tribes built outside the traditional time, economic and geographic contraints imposed on teens and young adults. Once established the virtual tribes are validated using technology like MySpace and Blogs. In this way Gen-Y’s extend the boundaries of social networks built at school or in sporting arenas to include individuals with common interests across the traditional boundaries of interaction.

There seems to be a natural attraction towards using ICT tools that act much like a honey pot. It does not matter whether the user knows how to use the technology, for the technology is the seductive side of the human-dimensions of HCI that is quite palpable. Those who wish to be drawn in can find themselves captured by the attractiveness of going anywhere, at any time, without leaving much of a techno-footprint. For some it is quite easy to blot out the peripheral issues of daily drudgery by immersing themselves in a nothing-to-lose approach to their key-rattling sessions. For others it is the sheer inventiveness of the Internet technologies, where there are no apparent rules to inhibit their HCI. Unfortunately there is a dark-side to this type of contrived cultural trait, where abandonment of well known behaviors gives way to the technology taking on a life of its own (Saccol & Reinhard, 2006).

2.1 Parasitic Learning

Evidence of this worrisome trend towards this headlong dash to engage the academy with mobile technologies is looming closer than we think. An example of this can be seen through an emerging theory of parasitic learning (Lenarcic, 2007). Some may be fooled to think this theoretical construct could be worthy of exploration within the broader context of Web-mediated learning tools. In some quarters of computer science, the boffins are already dreaming of this futuristic scenario where learning symbiotes are constructed via (artificial) intelligent agent technologies (McKay et al, 2007). It is felt that these Internet robots or bots (in techno-savvy speak) could then be assigned to students at the beginning of a university course.

Lenarcic has identified that these virtual parasites would be empty at first with respect to course content, having only prerequisite knowledge for the learning unit being embedded within them. Then, gradually over the semester, the student would have the obligation of teaching their parasite via conversational exchange.

IADIS International Conference ICT, Society and Human Beings 2008

37

Thus the bot’s robust existence would be maintained by the student feeding them knowledge. Given insufficient or inappropriate knowledge, the symbiotes would become ill and eventually die. The course facilitator would function as the overseer of the pedagogic development of a cohort of learning symbiotes. Moreover, Lenarcic (2007) observes that in the classic tale ”The Little Prince”, author Antoine de Saint-Exupéry has one of his characters say that, “You become responsible, forever, for what you have tamed.” Because of this, call these bots educational pets or learning parasites, taming the beast of ignorance is the ultimate objective here (Lenarcic, 2007).

2.2 Hospitality (Xenia)

It is useful to look into the philosophical and methodological background of the ‘Hospitality Metaphor’ (Saccol & Reinhard, 2006). Hospitality is Claudio Ciborra’s attempt to present an alternative conception of how IT/IS is implemented. He rejects the scientific explanations of IS implementation (planning, design, goals, targets, methods, procedures) and instead views technology as a foreign alien embodying and exemplifying its alien culture and affordances (Derrida, 2000). Successful implementation is achieved when the host organisation (this means implementing the technology), is able to extend courtesy and to absorb and appropriate/assimilate the alien culture where it offers advantages such as new ways of working. Claudio also warns that the host must beware that the guest can quickly become hostile.

3. XENIA AND SMS

In 2006, a pilot test using SMS was conducted at a RMIT University. This research study investigated ways to improve students’ on-demand access to their course information. The available information related to their university course schedules, their student assessment performance and the academy’s provision of information services. The software tool was developed by Pearson Education Australia and Avidity Software Pty. Ltd., and trialed using a large undergraduate course cohort. This research reflects an innovative use of an emerging ICT tool as an augmented IT push-pull style of student communication (Figure 3). The Pearson’s Trigger tool provided a means of keeping pace with the social context (Bradley, 2006) of the current marketplace and the academy stakeholder demands in terms of improving their information services. The personal benefits afforded by virtual community membership should not be overlooked in evaluating the pilot system.

Figure 3. Xenia and SMS in the Academy

The tool required the use of common words (Triggers) to elicit information on demand. In this manner individual words took on modified meanings associated with technology use, for the first year undergraduate student cohort utilising the tool. This extends the traditional view of a discourse as language elements such as information moving across boundaries. When the students registered to use the SMS mobile application the system responded to them with a personalised welcome message. This represented a technology supported acceptance of the individual into the tribe. Immediacy of information transfer from one discourse

ISBN: 978-972-8924-61-4 © 2008 IADIS

38

to another has provided an “… increase in our capacity to communicate and access information, symbolised by the mobile phone an the Internet” (Wolf, 2002:18).

This innovative use of the technology enabled a two-way, push-pulling, of information access to students (Richardson & Lenarcic, 2006; Richardson et al., 2008). Surveys were conducted to evaluate information quality and the effectiveness of the push-pull of SMS delivery undertaken. The students’ adoption of the application of the technology and the associated impact on the academy’s service provision to the student body was underpinned by the quality of the information provided as well as its timeliness. Whether the provision of a just-in-time information service to the student body, as an on-demand facility, improves the students’ transitional experience in their first undergraduate year was also investigated in a similar study undertaken at Kingston University, UK (Stone, 2004). In the UK study, the ability of the ICT tool to assist in the creation of virtual community boundaries and social networks (Bradley, 2006) developed in the first year of undergraduate classes was supported.

3.1 Rationale for Conducting the Study

The pilot test of the Pearson’s Trigger communications tool at RMIT University in 2006 provided an opportunity to not only send sensitive information to students but also allowed them to access their information on-demand. Students could control the, who, the why and the what, of their interactions; it was apparent from the students surveyed that notions of where they were, was deemed unimportant (Richardson & Lenarcic, 2006; Richardson et al., 2008). However, the ability to transmit and receive private information whilst in a public space is perceived as an advantage of the technology for youth (Faulkner & Fintan, 2005). Therefore, the Pearson’s Trigger tool enabled students to acquire instantaneous responses to their SMS trigger words they sent from their phones. As most ICT tools are accessible to students 24/7, they now have an expectation that the information they require is only a few clicks away.

”Changes in how people are able to earn their living, in what they can buy, in how readily they can move from place to place, in how easily they can transport things, in how they disseminate and access information and ideas necessarily transform human societies and the individual human beings that live within them” (Wolf, 2002:18).

3.2 Data Gathering Method

Of the 186 students voluntarily registered to trial the SMS application, only 12% respond to the Questionnaire (25 students). They were given an online survey tool to obtain responses. For the full description of the research plan and methodology refer to (Richardson et al., 2008). A peak in the registration occurred late in the pilot test and interestingly after the students had been reminded about assessment due dates and the availability of their assessment feedback. The late peak in registration was mirrored in the results of the Kingston University study.

3.3 Results

The online Questionnaire surveyed students on all aspects of the Pearson’s Trigger tool trial, ranging from convenience of using the system to the quality of the data received (Table 1). It also evaluated which trigger-words (eg: classroom location, assessment due dates, assessment marks, etc) were most important to students. For each of the 45 questions, the available category of answers ranged from very negative (VN), negative (N), positive (P), very positive (VP), not applicable (N/A). There were a total of 1017 responses with a Summary of Results shown below:

IADIS International Conference ICT, Society and Human Beings 2008

39

Table 1. Summary of results

Very negative 44 4.3% Negative 103 10.1% Positive 550 54.1% Very positive 303 29.8% N/A 17 1.7%

With 83.9% of the responses being positive or very positive, this tribe of participants clearly valued this techno-experience. One critical aspect for wide spread use of such an SMS tool is its reliability for delivering accurate information and the security of the ambient information (Richardson et al., 2008). The trial certainly achieved this with 100% of the respondents happy with the quality of the information and 96% believing that the information was secure.

4. TRUSTING THE TRIBUAL RITUALS

Although the techno-landscape awakening occurred in the mid 90’s, online learning (referred to by many people as eLearning) has only gained prominence in the last few years. Because of this, and the rush by the academy to get learning materials online (Anderson et al, 2004), there has been a tendency by courseware designers of Web-based materials to ignore the practice and methods of the past. Some have described this oversight as ignoring the power of trust. This notion of trust is especially important when developing online learning programmes. Trust is a primary enabler that involves the development of widespread agreement, consultation, collaboration and knowledge sharing (Mason & Lefrere, 2003). It may well be easy to describe elements of trust when we think of HCI. The trouble is, with all this talk about trust in ICT tools, we still know nothing about the interactive effects of the five elements of trust (Mason & Lefrere, 2003), which are: consensus, building, consultation, collaboration and knowledge-sharing.

These elements form the nexus of the complicated array of processes and outputs involved with any viable online learning marketplace (Mason & Lefrere, 2003). These days it would no doubt help things along if we developed a knowledge base that depicts the socio-cultural factors necessary for the -knowledge-channels that categorize the ways of knowing that are applicable in the business/corporate context to the educational sector. They involve:

• political (agreeing to goals and rules for mutual benefit) • jurisdictional (mapping the legalities and regional interests) • semantic (reaching common understandings) • cultural, syntactic (communities of practice, shared knowledge units and workflows) and technical

issues (systems that exchange data and learning resource services) (Norris et al., 2003). Some time soon, and because of the interest in trust and ICT tools, we are going to see a real Knowledge

Exchange Market entering the techno-landscape. This enterprise will involve a whole new set of ICT tools that combine to act to interpret an interactive learning grid (Okamoto et al., 2004). Operating either as an individual or distributed collaborative learning agent (mega-bots), the grid’s objective is to follow the information gathering for the ordinary computer users’ knowledge gathering (some may call learning) resources. Also attached to this new learning grid will be activity logs that feed data into a knowledge management component. The penultimate techno-gadget emerging from this grid technology also includes a component dedicated to mentoring and facilitation during each learning event.

By now clever GUIs should be providing multiple knowledge access strategies to cater for the rich diversity of a human-dimensioned techno-landscape. It is almost impossible to list the thousands of insidious techno-humanoid things impacting on our HCI. We can split this pervasive interference into two categories that combine to cause severe trouble for some computer users. In the first instance, let us call these trouble makers the external techno-humanoid contributors. In the second, we may say they are our personal digital-awareness characteristics (Schremmer et al, 2006). As such, cultural dogma and professional practice are good examples of external influences that affect HCI (Myers & Tan, 2002). At the very same time, simmering away almost unnoticed, are our individual characteristics like cognitive capability and physical digital-awareness. For the moment let us leave aside a discussion on the techno-cultural nuances that affect our HCI, and look more closely at the contributing influence of custodian techno-tribes (Figure 4).

ISBN: 978-972-8924-61-4 © 2008 IADIS

40

Figure 4. Influences of the techno-humanoid landscape on custodian techno-tribes

4.1 Techno-Humanoid Landscape

The human-dimensions of HCI are complex with many environmental factors influencing how things turn out (Figure 4) (McKay, 2008). The purpose of this model is to suggest that there may be two layers of pressure that form the techno-humanoid landscape. Let us firstly take up the notion that the techno-humanoid landscape is the focal point for explaining the human-dimensions of HCI. The more personal digital-awareness characteristics are shown here forming the inner layer, while the more distant external techno-humanoid contributors bubbling away to complete the techno-scenario. At any given moment the pressures from these layers can cause an interactive effect that ripples through to cause positive or negative outcomes for the comfort zone of the techno-landscape. We could of course extend the number of layers to include infrastructure elements like political and economic climate. The discussion in this paper however only concentrates on the aspects of the techno-humanoid landscape that are closest to home (Table 2).

4.2 Generational Sieving

Table 2. Survival through an intra-generational Xenia techno-tribe

Common Cohort

Category Birth Timeline Context of IT

experience Attracted towards

Techno-Tribe

Likely Computer Luddite/Phobic Characteristics

Baby Boomers, Gen-Jones b.1946 Industry, academy Savvy only if formal

experience in IT/IS High

Echo Boomers, Gen-X, iGen, preMillennials,

1965-early 1970’s Watching their parents

Tribe membership will depend upon how

relaxed their parents were with IT

More likely to be Savvy (minority remain Luddites)

Gen-Y, Silent Generation, Millennials

1978-2000 Techno-osmosis Natural attraction

towards other Savvy Tribe members

Savvy – with no fear of technology with no formal IT training/education

IADIS International Conference ICT, Society and Human Beings 2008

41

4.3 An Incumbent Responsibility to Care for the Techno-Phobic

On the surface there is plenty of evidence to sustain the belief that Gen-Ys fall into the techno-savvy tribe with an inseparable relationship with their digital gadgetry. Is this partly because they have been swept away by the phantasmagoric essence that is afforded by many of the ICT tools? In other words many of them appear to use these devices to feed their propensity to live their dreams, lifting them away from fantasy to connect in a real sense with one another. These clickable communication tools are definitely toy like. Consider the way they can be used to tell a story effectively. A generation ago it was felt that “we tell our stories in order to live.” According to Didion (2005) some people live entirely with the imposition of keeping up a continual narrative line based on disparate images. She advocates for the notion that phantasmagoria is our actual experience of life. Perhaps it is timely to extend the attractiveness of this habit to the Gen-Ys mobile phone usage. As such they are able to directly connect with a magical quality that provides solace and meaning to complete their techno-tribal membership.

However not all Gen-Ys will share the comfort of the techno-savvy tribal characteristics. Techno-phobia is still alive and well and extends across the full range of the techno-cohort. Computer phobia was first spotted by Kneller (1986) and by Fisher (1991), as it applied to adults. Common attributes of this tendency are applied to anyone who is in fear of things technological. The following is a list of some of the unspeakable characteristics of techno-phobia:

• Fast or hasty guzzle of air • Extreme perspiration • Squatness of regular breathing • Anxious and apprehensive feelings • Irregular heartbeats • Nausea and queasiness As technological solutions are thrust upon us from all directions in our lives; techno-phobics remain

isolated unless they have the means to overcome these barriers.

4.4 An Emergent Urban Tribe

Ethan Watters describes how this generation is changing the rules. He describes how urban tribes are composed of tight-knit groups of friends that fill the gap in people’s lives between college and married life (Watters, 2005). Consequently we see that ICT tools invoke a real sense of a (techno-tribal) community that has replaced personal development, which previously occurred in the more traditional family circle. For instance the following transcript is typical of what takes place on bus trips that involve the Gen-Ys.

“I am sitting near the front of a bus that is not very crowded. Most seats are occupied, but there is nobody standing. A group of five high school boys in black uniforms are congregated just behind me, speaking rather loudly across the middle aisle. They are discussing some kind of gathering they are arranging. I am not able to determine exactly the nature of the gathering, but they are involved in a heated dispute over who is coming and why some members are not coming, and suspicions that somebody is sabotaging the arrangements.” (Ito & Okabe, 2003:25)

The narrative continues to include the group finding out just who is going to the event. The dialogue continues through a combination of phone calls, SMS, and bus discussion until they settle on their final arrangements. This type of instant issue resolution across distance is typical of the Gen-Y and their techno-gadgets. One of the more highly ranked trigger-words in the SMS tool trial was the ability to access assessment marks on-demand, quite possibly while standing on a crowded bus with friends.

5. CONCLUSION

This paper has discussed the techno-revolution and the widening digital divide between the techno-savvy and the Luddite tribes. The Gen-Y techno-phoebes have embraced all that is digital and appear to have a never-ending capacity to take on new technologies. However, their ability to rapidly embrace the latest technology

ISBN: 978-972-8924-61-4 © 2008 IADIS

42

means that today’s favourite toy can easily be on tomorrow’s scrap heap. Gen-Y can become feral overnight (Figure 5) (Ciborra, 1999), which should be a timely warning to institutions designing efficient IS using today’s techno-gadgets. The SMS trial, briefly discussed in this paper, appears to be an effective means of delivering key information using today’s favourite ICT toys, but a move to eliminate more traditional methods of information dissemination could be a fatal tactic when the mobile phone is replaced by telepathic transmissions. Remember, that in Gen-Y’s techno-world, making people happy is a day-to day challenge which must be met with a broad range of solutions, even for the Luddites.

Figure 5. Trojan horse syndrome

ACKNOWLEDGEMENT

The authors wish to acknowledge Preeti Kanther (Indian Institute of Technology - Guwathi, India), Business Intern at the RMIT School of Business IT; for her innovative design of Figures 2, 3 & 5.

REFERENCES

Anderson, T. & Elloumi, F., Eds. 2004. Theory and Practice of Online Learning, Athabasca Univ. ISBN: 0-919737-59-5. Bradley, G. 2006. Social and Community Informatics: Humans on the Net, Routledge. London. Ciborra, C.U. 1998. Crisis and foundations: An inquiry into the nature and limits of models and methods in the

information systems discipline, Journal of Strategic Information Systems, 7. 5-16. Ciborra, C.U. 1999. Notes on improvisation and time in organizations, Accounting Management and Information

Technologies, Pergamon, Elservie: 77-94. Derrida, J. 2000. Of Hospitality – Anne Dufourmantelle Invites Jacques Derrida to Respond. 1st ed. Stanford University. Didion, J. 2005. The Year of Magical Thinking, Knopf. NY. Dreyfus, H. L. & Dreyfus, S. E. 1986. Mind over Machine: The Power of Human Intuition and Expertise in the Era of the

Computer. Free Press, NY. Faulkner, X. & Fintan, C. 2005. When fingers do the talking: a study of text messaging, Interacting with Computers,

(17), 167-185. Fisher, M. 1991. Computerphobia in Adult Learners. Computer Education, 14-19. Fox, N. 2002. Against the Machine: The Hidden Luddite Tradition in Literature, Art, and Individual Lives. Island

Press/Shearwater Books, Washington, DC. Fragiacomo, L. 2005. Capturing the Y. Managing Information Strategies, Summer 2004/2005 54-59 Retrieved 21/05/08

from http://www.misweb.com/magarticle.asp?doc_id=24115&rgid=2&listed_months=0 . Franz, K. 2005. Tinkering: Consumers Reinvent the Early Automobile, Univ. of Pennsylvania Press, PA. Haring, K. 2007. Ham Radio's Technical Culture, MIT Press, Cambridge, MA.

IADIS International Conference ICT, Society and Human Beings 2008

43

Ito, M. & Okabe, D. 2003. Technosocial Situations: Emergent Structurings of Mobile Use, Retrieved 21/05/08 from. http://whitepapers.silicon.com/0,39024759,60164939p,00.htm

Jones, S.E. 2006. Against Technology: From the Luddites to Neo-Luddism. Routledge, NY. Kneller, G. R. 1986. Adult Learners: Away with Computerphobia. Proceedings 17th SIGCSE Technical Symposium on

Computer Science Education, Cincinnati, Ohio. 34-37. Lenarcic, J. 2007. Learning as symbiosis, Ed. Vol:2, Issue 2 Retrieved 21/05/08 from

http://emedia.rmit.edu.au/ed/Issue/2007b/Teach/review1_print.html Mason, J. & Lefrere, P. 2003. Trust, collaboration, e-learning and organisational transformation. International Journal of

Training and Development, 7(4): 259-270. Myers, M. D. & Tan, F. B. 2002. Beyond Models of National Culture in Information Systems Research. IRM Press,

London, 1-19. McCrindle, M. 2006. New Generations at Work: Attracting, Recruiting, Retraining & Training Generation Y. Retrieved

21/05/08 from http://www.mccrindle.com.au/wp_pdf/NewGenerationsAtWork.pdf . McKay, E. (2008 accepted 14/12/07). Human-Dimensions of Human-Computer Interaction: Balancing the Equation,

P.A.M.Kommers (Ed.), IOS Press, Netherlands. 242 pages (in print). McKay, E., Martin, J., Hawkins, L. & Murthy, V. K. 2007. Design-personae: Matching students' learning profiles in web-

based education. Enhancing Learning through Human-Computer Interaction. McKay. E, Ed. London, Idea Group Reference: 110-131.

Nicolai, T., Yoneki, E., Behrens, N. & Kenn, H. 2006. Exploring the Social Context with the Wireless Rope, Retrieved 21/05/08 from http://www.cl.cam.ac.uk/~ey204/pubs/2006_MONET.pdf .

Norris, D., Mason, J. & Lefrere, P. 2003. A Revolution in the Sharing of Knowledge Transforming E-Knowledge, Retrieved 21/05/08 from http://www.educause.edu/ir/library/pdf/ERM0350.pdf.

Okamoto, T. & Kayama, M. 2004. T. Dimitrakos & P. Ritrovato, Eds. The model of collaborative learning grid to activate interactivity for knowledge building. Proceedings 4th International LeGE-WG Workshop - Towards a European Learning Grid Infrastructure: Progressing with a European Learning Grid, held in Stuttgart, Germany, 27-28 April, The British Computer Society. Retrieved 21/05/08 from http://www.bcs.org/server.php?show=ConWebDoc.3940.

Pfeiffer, J,W. & Ballew, A,C., 1988. University Associates Inc (1990). The experiential learning cycle. Adapted from. Using Structured Experiences in Human Resource Development (UATT Series, Vol. 1). University Associates. CA.

Postman, N. 1993. Technopoly: The Surrender of Culture to Technology. First Vintage Books, NY. Raymond, E.S. 2001. The Cathedral and the Bazaar: Musings on Linux and Open Source by an Accidental

Revolutionary, Rev. ed. O’Reilly, Cambridge, MA.

Richardson, J. & Lenarcic, J. 2006. SMS student communication: Towards an understanding of the behavioural intention of the student population towards the use of a mobile academic information delivery system. Proceedings 20th Bled eConference eMergence: Merging and Emerging Technologies, Processes, and Institutions, June 4-6, Bled, Slovenia.

Richardson, J., McKay, E., Lenarcic, J. & Craig, C. (2008). Ambient information makes the grade - Developing an SMS course management tool, in Proceedings of the Seventh IASTED International Conference on Web-Based Education, V. Uskov, Ed., Canada: ACTA Press, ISBN: 978-0-88986-723-9. pp:194-199.

Saccol, A. Z. & Reihard, N. 2006. The hospitality metaphor as a theoretical lens for understanding the ICT adoption process, Journal of Information Technology, 21, 154-164.

Salomon, G., Ed. 1993. Distributed Cognitions: Psychological and Educational Considerations, University Press Syndicate, Cambridge.

Schremmer, C., Epps, J., & Vernik, R. 2006. Supporting Awareness in Intense Distributed collaboration in a full day conference workshop at OzCHI’06. Nov. 22-24, Sydney, Australia, Retrieved 21/05/08 from http://portal.acm.org/dl.cfm.

Stone, A. (2004). Mobile scaffolding: An experiment in using SMS text messaging to support first year university students, school of computing and information systems, Kingston Univ., UK., Paper in the Proceedings of the IEEE International Conference on Advanced Learning technologies.

Watters, E. 2003. Urban Tribes: Are Friends the New Family? Bloomsbury. London. Wolf, M. 2004. Why Globalization Works. Yale Nota Bene, New Haven and London.

ISBN: 978-972-8924-61-4 © 2008 IADIS

44