Exploring how values are embedded in technology, and its influence on society : a study of the post-school education and training sector in South Africa

Abstract

Technology is advancing rapidly towards the point of technological singularity, beyond which machines will outsmart humans. However, technology’s embedded values designed to influence society, raise ethical concerns and spark calls for greater transparency around what and whose values are embedded; and how to protect data that technology collect and use. This study explored how values embedded in technology are selected and influence society, within the South African post-school education and training (PSET) sector. Furthermore, what influences the choice of values; who selects them; and once selected, could they be changed? The answers to these questions are important to capacitate society to make informed decisions about how to engage with technology. The research followed a social constructivist ontology and interpretivist epistemology research paradigm, with an inductive approach to theory development using a qualitative research method. Sixteen PSET eLearning managers and specialists chosen through purposive sampling, participated in this cross-sectional study, using an interview protocol with semi-structured interview questions. Data was analysed using qualitative content thematic analysis. The PSET sector uses technologies in teaching and learning. This study proposed student-centric evaluation criteria for selecting technology platforms, and found that institutions are transparent about stakeholders they consult. Once values are embedded in technology, they can be changed. However, it is not clear who makes the final decision about which values to select. Data security can be improved, and although PSET institutions collect big data, data is under-utilised. This study further found that society benefits from using technology for instantaneous access to information. Embedded values build 21st century skills for the workplace, but technology’s negative influences should not be ignored. This study also contributes a conceptual framework linking values, technology and society, which is a first-of-its-kind in this sector. This study provides several insights and highlights areas for further research that educators, governments, businesses and researchers may find useful. The study was restricted to the PSET sector in South Africa, and excluded participants from other countries and sectors. While the research covered technology’s influence on society, the reverse relationship (society’s influence on technology) fell outside its scope, and is therefore a gap for future research.