the topics of privacy pertaining technology is becoming ubiquitous.
If you feel that the content of your class material can benefit of such discussions, please let us know.
Please have some titles, which can help you brainstorm topics for discussions in your classes:
Power, Privacy, and the Internet
Privacy groups slam Department of Homeland Security social media proposal
FBI quietly changes its privacy rules for accessing NSA data on Americans
Facebook canceled a student’s internship after he highlighted a massive privacy issue
Teenagers, The Internet, And Privacy
Online privacy: It’s time for a new security paradigm
On social media, privacy, etc.
Hacking the Future: Privacy, Identity, and Anonymity On the Web
Are We Puppets in a Wired World?
How Teens Deal With Privacy and Mobile Apps
If you seek more tangible, hands-on assistance with similar and/or any topics regarding technology, please do not hesitate to contact us.
Internet and cloud services – statistics on the use by individuals. Half of Europeans used the internet on the go and a fifth saved files on internet storage space in 2014
Use of internet and other means for sharing files electronically, EU-28, 2014 (% of individuals)4
for the entire list of books, EBooks, and DVDs acquired in November 2013, please use this Google Doc list:
Stryker, Cole. Hacking the Future: Privacy, Identity, and Anonymity On the Web. New York: Overlook Duckworth, 2012.
SPIEGEL: But you also said that lists can establish order. So, do both order and anarchy apply? That would make the Internet, and the lists that the search engine Google creates, prefect for you.
Eco: Yes, in the case of Google, both things do converge. Google makes a list, but the minute I look at my Google-generated list, it has already changed. These lists can be dangerous — not for old people like me, who have acquired their knowledge in another way, but for young people, for whom Google is a tragedy. Schools ought to teach the high art of how to be discriminating.
SPIEGEL: Are you saying that teachers should instruct students on the difference between good and bad? If so, how should they do that?
Eco: Education should return to the way it was in the workshops of the Renaissance. There, the masters may not necessarily have been able to explain to their students why a painting was good in theoretical terms, but they did so in more practical ways. Look, this is what your finger can look like, and this is what it has to look like. Look, this is a good mixing of colors. The same approach should be used in school when dealing with the Internet. The teacher should say: “Choose any old subject, whether it be German history or the life of ants. Search 25 different Web pages and, by comparing them, try to figure out which one has good information.” If 10 pages describe the same thing, it can be a sign that the information printed there is correct. But it can also be a sign that some sites merely copied the others’ mistakes.
SPIEGEL: You yourself are more likely to work with books, and you have a library of 30,000 volumes. It probably doesn’t work without a list or catalogue.
Eco: I’m afraid that, by now, it might actually be 50,000 books. When my secretary wanted to catalogue them, I asked her not to. My interests change constantly, and so does my library. By the way, if you constantly change your interests, your library will constantly be saying something different about you. Besides, even without a catalogue, I’m forced to remember my books. I have a hallway for literature that’s 70 meters long. I walk through it several times a day, and I feel good when I do. Culture isn’t knowing when Napoleon died. Culture means knowing how I can find out in two minutes. Of course, nowadays I can find this kind of information on the Internet in no time. But, as I said, you never know with the Internet.