Information Technology Reference
In-Depth Information
promote understanding of sociotechnical concepts, i.e. the relationship
between different elements of the system such that policy can influence
technology and vice versa;
•
•
give confidence in asking 'know why' questions before jumping to the
'know how'.
Preparing staff to carry out their responsibilities for involving members
of the community in an ICT development project will be helped by an
imaginative awareness and education programme. This should be defined
and designed wherever possible in consultation with the people for whom
it is intended. Those responsible for leading and managing the change need
leadership and facilitation skills.
Equally, preparing citizens is an essential part of capacity building in
society. The quality of their contributions to design outcomes is of course
determined by the capacity of participants to engage in the various stages
of a typical design life-cycle. Developing this capacity begins with giving
confidence to members of the public that they have a significant part to
play. Through understanding that they really can participate usefully in ar-
eas where they probably feel they have little to contribute - and would
probably not be heard anyway - is a critical step in eliciting willingness of
citizens to engage with an ICT project. It is therefore important to show
that citizens can and have played a constructive part in project processes
such as the following:
•
activities which shape the social context in which ICTs are used;
•
the evaluation of technological solutions at the conceptual stage -
evaluating the potential implications not just in terms of functionality or
ease of use, but for quality of life, sustainability, ethical issues etc.;
identification and specification of their requirements (as input to the de-
tailed shaping of socio-technical systems);
•
•
evaluation of detailed sociotechnical design options against their re-
quirements;
•
developing 'ownership' of the sociotechnical solutions which are im-
plemented;
•
monitoring progress and contributing towards further evolution where
appropriate.
Clearly the language used above would need to be 'translated' into
meaningful colloquial language used by the intended participants. Appro-
priate real-life examples of actual contributions made by other citizens
with whom they can identify, are particularly motivating and reassuring.
Seeing the outcomes and impacts that are possible are powerful ways of
changing perceptions and expectations.
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