Report on the Digital Technology Summit.

A conference sponsored by the University of Minnesota,, Minnesota High Technology Council, and Minnesota Office of Technology, held October 22 and 23, 1997 at Minneapolis, Minnesota

The Serums Tool-Chain:Ensuring Security and Privacy of Medical Data in Smart Patient-Centric Healthcare Systems

Digital technology is permeating all aspects of human society and life. This leads to humans becoming highly dependent on digital devices, including upon digital: assistance, intelligence, and decisions. A major concern of this digital dependence is the lack of human oversight or intervention in many of the ways humans use this technology. This dependence and reliance on digital technology raises concerns in how humans trust such systems, and how to ensure digital technology behaves appropriately. This works considers recent developments and projects that combine digital technology and artificial intelligence with human society. The focus is on critical scenarios where failure of digital technology can lead to significant harm or even death. We explore how to build trust for users of digital technology in such scenarios and considering many different challenges for digital technology. The approaches applied and proposed here address user trust along many dimensions and aim to build collaborative and empowering use of digital technologies in critical aspects of human society

Digital Technology and Cultural Policy

This paper reviews how digital technology, and the devices and broadband networks associated with it (the Internet, for short), can be expected to a ect the ways in which books, music, the visual arts, libraries and archived cultural heritage (cultural goods, for short) are produced, distributed and consumed. The paper has four parts. First, I place the growth of the Internet in historical and comparative perspective. I argue that the United States is presently engaged in a regulatory e ort similar in intent to those imposed on earlier communications revolutions. In this context, I outline the ways that the Internet can be expected to change how people produce and consume cultural goods. I distinguish between practices the technology makes possible and practices likely to become established as typical for the majority of people. Second, I discuss some of the new arenas for cultural policy thrown up by the Internet. I argue that, just as it has bound many kinds of cultural content into a single medium, the Internet has tied together a variety of regulatory issues and brought cultural policy into contact with areas of policy-making not normally associated with culture. Third, I focus on the relationship between creativity, consumption and copyright law. Fourth, I describe a number of key conflicts over the Internet's architecture and content. How these are resolved through policy choices will have important consequences for how we consume and experience cultural goods of all kinds in the future.

Third Revolution Digital Technology in Disaster Early Warning

Networking societies with electronic based technologies can change social morphology, where key social structures and activities are organized around electronically processed information networks. The application of information and communications technologies (ICT) has been shown to have a positive impact across the emergency or disaster lifecycle. For example, utility of mobile, internet and social network technology, commercial and amateur radio networks, television and video networks and open access technologies for processing data and distributing information can be highlighted. Early warning is the key function during an emergency. Early warning system is an interrelated set of hazard warning, risk assessment, communication and preparedness activities that enable individuals, communities, businesses and others to take timely action to reduce their risks. Third revolution digital technology with semantic features such as standard protocols can facilitate standard data exchange therefore proactive decision making. As a result, people belong to any given hierarchy can access the information simultaneously and make decisions on their own challenging the traditional power relations. Within this context, this paper attempts to explore the use of third revolution digital technology for improving early warning

Digital Technology and the End of Social Studies Education

In Fall 2000, when "Theory and Research in Social Education" (TRSE) first dedicated an issue to technologies in social studies education, Neil Postman contributed a View Point piece to this issue. Postman, who died in 2003, was an interesting choice because he was an outspoken critic of educational technology who believed that, as he said at the time, "the new technologies both in and out of the classroom are a distraction and an irrelevance." Taking his cue from Postman, the author addresses the issue of digital technology in social studies education by telling a story of his own. He offers a wandering narrative -- and an old-fashioned one at that -- common in the religious stories that Postman saw as the prototype for all cultural stories: the narrative of faith, tested by doubt, emerging reaffirmed. He also discusses two elements that he believes need to be far more present in social studies education, at the pre-service and K-12 level: (1) Clearer disciplinary perspectives; and (2) easier ways of working with data within these perspectives. Technologies, if carefully designed, can be helpful in both areas

Digital literacy in religious studies

This article considers the relevance of the concept of ‘digital literacy’ within the context of the discipline of religious studies in higher education and reflects on its potential impact on notions of ‘graduateness’. It contemplates how digital technology can be integrated most effectively in learning design and reflects on the skills students need to be equipped with to recognise the challenges and opportunities of digital technology and understand its impact and role within the study of religions

Digital technology in mathematics education: Why it works (or doesn't)

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context