Digital Society PDF - IB Diploma Past Paper 2022

 Also available Theory of Knowledge for the IB Diploma Fourth Edition 9781510474314 Developed in cooperation with the International Baccalaureate® Build knowledge through the core theme, the five optional themes and the five areas of knowledge with this thought provoking gui...

 Also available Theory of Knowledge for the IB Diploma Fourth Edition 9781510474314 Developed in cooperation with the International Baccalaureate® Build knowledge through the core theme, the five optional themes and the five areas of knowledge with this thought provoking guide designed to help students develop diverse and balanced arguments with a variety of activities, case studies and deeper thinking features. The Student’s Book also provides assessment support and guidance relating to the TOK Exhibition and Essay. Theory of Knowledge for the IB Diploma: Skills for Success Second Edition 9781510474956 Build confidence in a range of key skills with this practical companion, full of advice and guidance on how topics can be used in activities from an experienced TOK expert, to enable student’s to develop awareness of the practical application of knowledge. Theory of Knowledge for the IB Diploma: Teaching for Success 9781510474659 Confidently navigate the syllabus with full course coverage and a variety of teaching resources such as lesson plans, activities and extension material relating to the core theme, optional themes and areas of knowledge to help plan engaging lessons that are directly aligned with the Student’s Book. All available as Boost eBooks. Find out more at www.hoddereducation.com/tok  FOR THE IB DIPLOMA PROGRAMME Digital Society Eli Bomfin Tammy Earle Michael Fitzpatrick Carol Hancox Jonathon Levin Barbara Stefanics Series Editor: Barbara Stefanics 358416_00_IB Digital Society_Prelims.indd 1 07/09/2022 15:54  Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity. Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in well-managed forests and other controlled sources. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. Orders: please contact Hachette UK Distribution, Hely Hutchinson Centre, Milton Road, Didcot, Oxfordshire, OX11 7HH. Telephone: +44 (0)1235 827827. Email [email protected] Lines are open from 9 a.m. to 5 p.m., Monday to Friday. You can also order through our website: www.hoddereducation.com ISBN: 978 1 3983 5841 6 © Eli Bomfim, Tammy Earle, Michael Fitzpatrick, Carol Hancox, Jonathon Levin, Barbara Stefanics 2022 First published in 2022 by Hodder Education, An Hachette UK Company Carmelite House 50 Victoria Embankment London EC4Y 0DZ www.hoddereducation.com Impression number 10 9 8 7 6 5 4 3 2 1 Year 2026 2025 2024 2023 2022 All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. 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toolbox............................... 18 1.5 Learning and assessment................................ 22 1.6 Conducting secondary research and primary research........... 24 Section 2 Concepts....................................... 27 2.0 Overview of digital society concepts........................ 28 2.1 Change............................................. 31 2.2 Expression........................................... 33 2.3 Identity.............................................. 35 2.4 Power............................................... 37 2.5 Space............................................... 39 2.6 Systems............................................. 41 2.7 Values and ethics...................................... 44 Section 3 Content........................................ 53 3.0 Overview of digital systems............................... 54 3.1 Data and data analysis.................................. 57 3.2 Algorithms and code.................................... 81 3.3 Computing devices..................................... 92 3.4 Networks and the internet.............................. 106 3.5 Media............................................... 127 3.6 Artificial intelligence................................... 146 3.7 Robotics and autonomous technologies.................... 166 358416_00_IB Digital Society_Prelims.indd 5 07/09/2022 15:54  Section 4 Contexts...................................... 191 4.0 Overview of real-world contexts.......................... 192 4.1 Cultural............................................ 195 4.2 Economic............................................ 213 4.3 Environmental........................................ 228 4.4 Health............................................. 245 4.5 Human knowledge.................................... 258 4.6 Political............................................. 267 4.7 Social.............................................. 285 Section 5 HL extension: Challenges and interventions............................................ 299 5.0 Overview of the HL extension............................ 300 5.1 Global well-being..................................... 303 5.2 Governance and human rights........................... 323 5.3 Sustainable development............................... 338 Section 6 HL extended inquiry......................... 353 6.0 Overview of HL extended inquiry for interventions............. 354 6.1 Conducting an extended inquiry.......................... 358 6.2 Example of an extended inquiry for an intervention............ 362 Section 7 How to approach external assessments.... 371 7.0 Overview of external assessments......................... 372 7.1 Approaches to Paper 1................................. 380 7.2 Approaches to Paper 2................................. 389 7.3 Approaches to the HL pre-release and Paper 3............... 401 Section 8 Inquiry project – internal assessment....... 415 8.0 Overview of the inquiry project............................ 416 8.1 Developing an inquiry focus............................. 421 8.2 Assessment criteria and working with sources................ 427 8.3 Skills for the inquiry project.............................. 430 8.4 Tools and methodologies for the inquiry project.............. 438 8.5 Project management................................... 442 8.6 Practice inquiry project................................. 448 vi  358416_00_IB Digital Society_Prelims.indd 6 07/09/2022 15:54  Section 9 Digital society extended essay.............. 457 9.1 Approach to the digital society extended essay............... 458 9.2 Development of a digital society extended essay.............. 463 Section 10 What’s next?................................ 469 Glossary.................................................. 472 Bibliography............................................. 480 Index..................................................... 488 The ‘In cooperation with IB’ logo signifies the content in this coursebook has been reviewed by the IB to ensure it fully aligns with current IB curriculum and offers high quality guidance and support for IB teaching and learning.   vii 358416_00_IB Digital Society_Prelims.indd 7 07/09/2022 15:54  Dedication It has been a most invigorating and rewarding pleasure to collaborate with top International Baccalaureate (IB) professionals in this field to produce what we hope is the ultimate guide for students. We wish to thank the many Information Technology in a Global Society (ITGS) colleagues and Diploma Programme (DP) educators who have contributed through online discussions, social media groups, virtual meetings, exchanges and workshops to this next significant step: the digital society. About the authors Hours of ongoing discussions, deliberation and collaboration between members of the authoring team has gone into producing what we believe will be a valuable resource for students. We hope that it will be the springboard for student inquiries into the impacts and implications that digital technologies are having for themselves, for other groups of individuals and for other communities in today’s world. Digital society is a constantly evolving subject, with new digital technologies and new real-life scenarios on an almost daily basis. This book takes on the challenge of providing the knowledge, understanding and skills needed to adapt to our changing digital world and the challenges that it presents. As a team, the authors have an extensive range of experience and roles across the IB spectrum: as teachers, examiners, workshop leaders and developers, consultants, authors, bloggers, presenters and innovators in the DP. We have been involved in DP initiatives for over 40 years, and over 30 years in ITGS development, the precursor to digital society. Eli Bomfim Eli was born and grew up in Curitiba, Brazil, where he also had his formal education and graduated in civil engineering from the Universidade Federal do Paraná. He got his Master of Education from Framingham State University, Massachusetts. Over the years, Eli has taught English as a second language, mathematics, physics, theory of knowledge and ICT, and has been an IB coordinator, but his teaching passion is ITGS, the course predecessor of digital society, which he has been teaching for over 23 years. He taught ITGS at the International School of Curitiba between 1998 and 2010, and at the Sultan’s School in Muscat, Oman, from 2010 onwards. Eli is also an online ITGS teacher for Pamoja Education, an IB examiner and an IB workshop leader. Tammy Earle Tammy lives in Rothesay, New Brunswick, Canada, and is the director of technology and learning initiatives at Rothesay Netherwood School. She graduated with her Bachelor of Science (mathematics) and Bachelor of Education from Dalhousie University, and a Master of Education (learning and technology) from Acadia University. Tammy continues to explore ways to redefine education through the effective use of digital technology and build new approaches to pedagogy through a culture of inquiry and design thinking. Over the last 25 years, Tammy has worked as a teacher (ITGS, mathematics, digital design and robotics), IB diploma coordinator, and has been involved with IB as an examiner, workshop leader and online curriculum developer. She also participated in DP curriculum reviews for ITGS and the digital society course. viii  358416_00_IB Digital Society_Prelims.indd 8 13/09/2022 16:56  Michael Fitzpatrick Michael was born in Melbourne, Australia. He studied at a variety of universities in the city and has a Bachelor of Science (mathematics and information science), a Bachelor of Education, and a Master of Education (thesis: focus on constructivist learning). He has written a number of ICT textbooks for the Victorian Certificate of Education, and has presented at in-service events and conferences. When Carey Baptist Grammar School in Melbourne first began offering the IB programme in the late 1990s, he taught ITGS, the course predecessor of digital society. Over the years he has become involved with IB in various roles with ITGS, including IB examiner and IB workshop leader. He has also taught Theory of Knowledge for many years. Carol Hancox Carol was born and grew up in London, UK, graduated from the London School of Economics with a degree in management science, and complemented this with a Postgraduate Certificate in Education in business studies to become a teacher in 1995. Carol started as an ICT and business studies teacher, and has been working at the International School Brunei for the last 20 years, where she has been teaching computer science and ITGS. Carol has been involved with IB in various roles with ITGS since 2002, including examiner, and participated in the DP curriculum review for the new digital society course, which she is looking forward to teaching. Jonathon Levin Jonathon grew up in Northern California, USA. He graduated from UCLA with a degree in business economics before earning his Master of Education at LMU. Over the past decade, he has taught in a variety of contexts including public, private and charter schools in the USA, Spain, Indonesia and Israel. He has taught mathematics, computer science, graphic design, robotics, sustainable architecture, English as a foreign language and ITGS. He has worked to develop curriculums in mathematics, technology education, sustainability and robotics. Jonathon emphasizes a student- centred approach to education to ensure all students have access to engaging, meaningful and relevant learning experiences. Barbara Stefanics (author and series editor) Barbara has been actively involved in IB education for over 40 years in a wide range of roles: teacher (mathematics, computer science, ITGS), head of ICT K-12 (Vienna International School), DP consultant and site visitor, workshop leader and online facilitator and developer, webinar developer (technology in the IB classroom), examiner and participant in DP curriculum reviews (computer science, ITGS, extended essay, learner profile and digital society). The next frontier, digital society, is an exciting opportunity for teachers and students to actively engage with contemporary topics and promote responsible and ethical use of digital technologies, as well as decision-making and taking action.   ix 358416_00_IB Digital Society_Prelims.indd 9 13/09/2022 16:56  Welcome to digital society We are living in a constantly evolving society where developments in digital technologies are having significant impacts. They are transforming how we think, communicate, collaborate, create and organize ourselves. It can be argued that we are living in a digital society. This course provides a foundation for studying and understanding the impacts and implications of digital technologies for both individuals, and local and global communities. We want to gather experiences, knowledge and insights from diverse, real-world contexts in order to anticipate and prepare for future developments in digital technologies. The Digital Society course is based on using concepts, content and contexts as a structure for approaching real-world examples, as shown in the diagram below. This digital society diagram will be referred to as the ‘3Cs’ throughout the textbook. Take a close look. It actually consists of four important interrelated elements – the fourth being the impacts and implications for people and communities. CONCEPTS Change, expression, identity, power, space, systems, values and ethics INQURIES CONTENT CONTEXTS Data, algorithms, computers, Cultural, economic, networks and the internet, environmental, health, human media, artificial intelligence, knowledge, political, social robots and autonomous technologies Digital society diagram – the 3Cs x  358416_00_IB Digital Society_Prelims.indd 10 07/09/2022 15:54  The diagram captures all of the topics in the core standard level (SL) and higher level (HL) syllabus and answers the question ‘what will we learn?’. A later chapter, 1.4 Your digital society toolbox, addresses how we will learn. HL students will address three additional topics in Section 5 HL extension: challenges and interventions. These topics provide additional areas for study that extend the topics on the 3Cs diagram. The three topics and their subtopics are shown in the following diagram. Local and global 5.3 Managing inequalities 5.1 GLOBAL Changing SUSTAINABLE pollution and WELL-BEING populations DEVELOPMENT waste The future Use of of work resources Challenges and interventions Conflict, Climate peace and change and security action Diversity Participation and and representation 5.2 GOVERNANCE AND discrimination HUMAN RIGHTS HL extension: challenges and interventions The digital society textbook supports the International Baccalaureate Diploma Programme (DP) Digital Society course. You are expected to engage with the information presented both as an individual and also in collaboration with other students. You will explore digital society topics through the inquiry process. Higher level students will also be expected to use extended inquiry to investigate challenges and interventions in Sections 5 and 6. Both of these approaches – inquiry process and extended inquiry – are considered in more detail in Chapter 1.4 Your digital society toolbox. Sections 1–4, 7, 8 and 10 Core topics for both SL and HL students Sections 5–6 Topics for HL students only Section 9 Guidance for the digital society extended essay No specific prior learning or courses of study are expected in order to be successful in the Digital Society course. You are expected to engage in a high level of curiosity and engagement with the topics presented and take the initiative to explore further.   xi 358416_00_IB Digital Society_Prelims.indd 11 07/09/2022 15:54  As a digital society student, you must have access to: l the Diploma Programme Digital Society Guide l a computer with internet access l research materials available online as well as a range of media in the classroom, school library and local libraries l research tools and online services that can be used to conduct secondary research, as well as primary research and investigations needed for some assessment components l applications, both offline and online, for creating, storing, analysing and sharing information and for developing the required multimedia presentation. Moreover, you are expected to take responsibility for your own learning and support the learning of other digital society students by: l reading and completing the activities in this textbook l developing your ATL skills and using the inquiry process throughout the course l contributing to ongoing discussions and collaborations with other digital society students l consulting the resources used in each chapter l keeping abreast of emerging digital technologies and their impacts and implications for stakeholders. You should take note of the digital technologies in your immediate environment, as well as those that have local and global implications. The first step in taking action is to share your findings and discoveries with others. Throughout the Digital Society course we will refer to the 3Cs (concepts, content and contexts), which will be explained in the next section. However, the fourth ‘C’ – connections – is an important one to keep in mind throughout your studies. Digital society students are expected to take an active role in ‘making connections’ throughout the course. This involves analysing information and real- world examples, and linking them to: l the 3Cs in the digital society diagram, and to various chapters and topics in the Diploma Programme Digital Society Guide l other real-world examples and how they relate to each other l the Diploma Programme core – theory of knowledge (TOK); creativity, activity, service (CAS) and extended essay (EE) – and other Diploma Programme subjects. With this mindset, you are now ready to embark on studying the impacts and implications of digital systems on stakeholders in our digital society. Additional resources to supplement the Digital Society textbook can be downloaded from www.hoddereducation.co.uk/ib-extras xii  358416_00_IB Digital Society_Prelims.indd 12 07/09/2022 15:54  Section 1 Understanding digital society 358416_01_IB Digital Society_Sec01.indd 1 07/09/2022 15:56  1.0 Overview of IB digital society UNDERSTANDINGS By the end of this section, you should understand:  the key terminology relating to ‘digital’ in digital society  the digital society diagram (the 3Cs)  digital society in the IB context  approaches to learning and studying digital society  the digital society assessment model. If we search the internet for the words ‘digital society’, what are the results? Links to businesses or organizations? Links to universities and university programmes? Articles about life in a digital society? In fact, all of these are likely to appear in the list of results. For our purposes, digital society is the study of the impacts and implications of the use of digital systems and digital technologies for individuals, people and communities at a local, regional or global level. However, digital society is changing constantly due to the ubiquitous nature of digital technologies and their evolving connectivity. Through specific real-world examples you will develop knowledge, understanding, skills and concepts that you can apply to new situations that you encounter. The changing nature of digital technologies and their uses requires you to always look for connections to what has gone before, and apply your insights to new situations that you encounter in the future. Your first thoughts about digital society may be: l What is the Diploma Programme Digital Society course all about? l Why should you study digital society? 2 Understanding digital society 358416_01_IB Digital Society_Sec01.indd 2 07/09/2022 15:56  l What knowledge, understandings, skills, attributes and values will be developed in order to be successful in both assessments? l How will studying digital society be beneficial in your future? Path to success – making connections When you embark on the course, you need to keep the immediate destinations (aims) in sight: success in the external assessment and Inquiry Project, and in the examinations. Concepts Inquiry Exams Content project Digital society Contexts RE Destination s FUTU Links es to DP t ibu ATL iry Lifelong in n d skills ttr qu y a learning In q u i r d ea e fi l Lea d rner p r o exten Digital society path to success – making connections Through the journey, you will be in the ‘driver’s seat’ and taking responsibility for: l what you need to know in the digital society subject (concepts, content, contexts, impacts and implications for stakeholders) l how you will learn the subject, using your digital society toolbox (inquiry process – extended inquiry, developing ATL skills, learner profile attributes) l establishing links to other Diploma Programme subjects and to the Diploma Programme core (TOK, CAS and EE) l using digital technologies to support your learning and your inquiry project l applying your learning critically and creatively to new scenarios in preparation for examinations l keeping abreast of emerging digital technologies and their impacts and implications l envisioning how digital technologies will play an important role in your future. Due to the changing nature of any subject based on the use of digital technologies, the focus of this course is on developing knowledge, understandings and skills from the real-world examples provided, and the impacts and implications for a range of individual, local and global contexts. 1.0 Overview of IB digital society 3 358416_01_IB Digital Society_Sec01.indd 3 07/09/2022 15:56  1.1 What is digital society? We are (in) a digital society. Digital systems are changing our world and transforming how we think, communicate, collaborate and create. This course invites young people to better understand this changing world and to imagine where we might go next. As partners in inquiry, students and teachers explore the impacts and implications of digital systems for people and communities in diverse real-world contexts. Diploma Programme Digital society guide We will use this statement as our focus into digital society. 1.1A Digital society has multiple names There are many names associated with ‘digital society’ and the use of digital systems. For the purpose of this study, we will consider the following terms: information age, computer age, post- industrial society, network society and fourth industrial revolution. It is not important to compare features of each era, but to note ongoing developments that contribute to digital society. The terminology used to describe how the developments in digital systems have taken place is ◆ Digital revolution: sometimes confusing. For example, we often see references to the five generations in computing, The advancement however the ‘fourth generation in computing’ is completely different from what is meant by the of technology from analogue electronic and ‘fourth industrial revolution’. The more recent developments in the digital revolution from 1980 mechanical devices to onwards are those that we will consider as contributing to the rise of digital society. digital. We have to keep in mind that dates on timelines are not distinct points in time. Dates often mark a point in time when a particular digital technology was actually used to a significant extent. Digital technologies undergo years of development before their use is actually acknowledged. In taking a close look at the developments during the digital revolution (third industrial revolution) and the emergence of digital society (fourth industrial revolution), which digital technologies have had significant impacts and implications for individuals, people and communities? 1.1B Digital society has uneven access to digital systems The ability to access digital technologies and the internet has become increasingly important in order ◆ Digital divide: to connect to the economic, political and social aspects of the world. The term digital divide The gaps between highlights that not everyone has access to this technology. Digital divide refers to the significant gaps members of society who have uneven access to between members of society who have uneven access to computers or the internet, and the more computers or the internet, privileged (wealthier, middle-class) living in urban and suburban areas who have access. Those with and those who do have limited access to digital technologies may include: access. l people who are economically disadvantaged l people living in rural areas where digital infrastructure and the internet are not easily accessible l older people (intergenerational digital divide) 4 Understanding digital society 358416_01_IB Digital Society_Sec01.indd 4 07/09/2022 15:56  l non-native language speakers (linguistic and cultural digital divide) l people with disabilities l poorly educated individuals who are unable to properly use the existing IT tools. ACTIVITY Smartphones narrow the digital divide in both a local and global context. Outline specific real‑word examples of how smartphones have reduced the digital divide in rural Africa. 1.1C Milestones in the development of digital society Milestones that have contributed to the developments in digital society span the period of time from 1947 to the present (third industrial revolution and fourth industrial revolution). There is considerable disagreement about when the digital revolution began, but 1980 is often cited because of the availability of the first personal computers. Consider the milestones in this timeline. It includes a range of digital developments. Can you identify the following digital technologies on it: integrated circuit, microprocessor, personal computer, the internet, World Wide Web (WWW), online social networks, mobile computing and cloud computing? A BRIEF HISTORY OF THE DIGITAL REVOLUTION We’re all living in the information age. From healthcare to education, technology has transformed our lives, Facebook is born, and The iPhone is launched Apple’s launch of the Google begins testing and the digital revolution a new age of social and smartphones usage iPad propels tablet driverless cars shows no sign of media begins explodes computers into the slowing down mainstream 2003 2004 2005 2007 2009 2010 2011 2012 2016 Present Day Skype launches YouTube launches Bitcoin becomes The virtual reality instantly Commercial with a video of the the first widely connecting introduction of 3D headset, Oculus Rift, site’s co-founder at accepted fully people around printers becomes available the zoo: a clip that digital currency Broadband is the world to consumers has garnered almost introduced to the via video 40 million views UK, providing much faster 2000 internet access Tim Berners Lee Smartphone is CERN’s web browser invents the World released, supporting software is released for Wide Web whilst calls, email and fax public use working at CERN 1999 1997 1994 1992 1991 1990 1989 1988 Bluetooth Launch of first modern Commercial dial up 0.05% of people are A fully digital technology is social media site – Six internet becomes using the internet camera is introduced to Degrees available, cue released, offering the world screeching noises storage for up to 10 photos First mobile phone 1984 launched, costing The laptop ~$4,000. A 10-hour First commercially charge provides 30 computer is born, available computer First email is sent, minutes use sporting a screen The transistor is invented: released, for simple reading something little bigger than a data transfer devices that arithmetic and data along the lines of: matchbox underpin digital tech handling QWERTYUIOP 1947 1950 1951 1969 1971 1972 1981 1982 An early pager is APRANET network Games console released, ABBA become the first launched for established: an early along with precursor to the artists to have an physicians in New precursor to the internet iconic game Pong album produced on CD York City 1.1 What is digital society? 5 358416_01_IB Digital Society_Sec01.indd 5 07/09/2022 15:56  ACTIVITY Personal milestones Add details of personal milestones for you and for one older family member in the table below, adding other milestones as needed. First use of digital Details of this Date of Details of this milestone Date of technologies milestone for you first use for a family member first use Accessed a personal computer at home Played a computer game on a computer Used a digital camera Played first online game Accessed the internet for the first time Used the WWW for the first time Registered for an email account Registered for a social media account Used your own cell phone or smartphone Uploaded a digital image to a website Use video conferencing 1.1D Digital systems use binary digits The invention of the modern binary number system is attributed to Gottfried Leibniz, a well-known ◆ Binary: A system mathematician, through his article Explication de l’Arithmétique Binaire (Explanation of Binary used to convert verbal Arithmetic), published in 1703, in which he used the binary number system to convert verbal logic logic statements into mathematical ones. statements into mathematical ones. ◆ Bit: A binary digit – All data and information used by digital systems uses the binary digits (bits), 1 and 0. This includes either a 0 or a 1. all text, images, photos, video, audio, music, software – all data and information are represented by a sequence of 1s and 0s in all of the digital technologies we use. 6 Understanding digital society 358416_01_IB Digital Society_Sec01.indd 6 07/09/2022 15:56  Processor (CPU) 01101101 01101001 01100011 Monitor 01101000 01100001 01101100 01100001 INPUTS OUTPUTS Camera Mouse Keyboard Printer Data input is converted into binary for storage, manipulation and transfer Inputs can come from a range of sources including the keyboard, mouse, cameras and scanners, including QR scanners on smartphones. For example, this QR code can be scanned by a mobile device to provide access to a website. Can you think of other uses for QR codes? Encoding Strings of 1s and 0s can be encoded to represent various kinds of data and information. Information can be stored in eight bits, called a ‘byte’. For example, a byte can represent 256 ◆ Byte: A group of different characters of text represented from 00000000 to 11111111. ASCII (American Standard binary digits (usually Code for Information Interchange) is the encoding standard for text. The letter ‘D’, for example, is eight). represented by this byte: 01000100. Different encoding formats have been standardized to allow for compatibility between different digital systems and technologies. Examples include: l text encoded in a text file format, e.g. TXT, CSV l audio encoded as audio file formats, e.g. MP3, WAV, AAC l video encoded as video file formats, e.g. MPEG-4, AVI l images encoded as file formats, e.g. JPEG, PNG, GIF, RAW. Data formats and file formats can only be created, saved and accessed by specific programs. Therefore, ensuring compatibility between digital technologies is often a challenge. Some formats are unique to the software used to create them, or use a file format that is no longer used by newer software. Steganography Information stored in binary is not legible to humans. Therefore, programs, freely available on the internet, can be used to embed text within an image file. This is called ‘steganography’ – the practice of hiding secret text in image files. Steganography can be used to send messages as no particular security precautions need to be taken to send the file and no one is likely to suspect that the image contains hidden text. The photo used to hide the message can be accessed as normal, and the person receiving it can use software to read the hidden message. 1.1 What is digital society? 7 358416_01_IB Digital Society_Sec01.indd 7 07/09/2022 15:56  The images below demonstrates the use of steganography. The cat on the right has a text message (approximately 1 KB) embedded within the binary code for the image, but it looks the same as the original image on the left. There are legitimate purposes for using steganography, for example, watermarking images as a means for copyright protection. However, steganography can also be used to hide illegal activity and communication between members of criminal or terrorist groups. 1.1E Digital is different from analogue Analogue and digital measurements Most people are used to using digital devices to measure time and temperature. Digital watches and ◆ Digital: Discrete clocks have replaced telling the time from the placement of hands on the face of clock. Likewise, the signals with a finite set temperature of a room can be read from a digital display on the wall rather than reading a of values. thermometer. There are instances where analogue measurement is still used, for example, ◆ Analogue: Continuous physical speedometers in many cars still use a pointer to show how fast the car is travelling. quantities and signals. What is the difference between analogue and digital? In measurement, analogue refers to continuous physical quantities and signals. So, a clock, thermometer and speedometer will measure a continuum of values. Digital, on the other hand, only displays digits – that is, discrete signals with a finite set of values. So, for time, digits representing hours, minutes and seconds will be represented by digits on a display. Analogue and digital signals Analogue and digital can also refer to signals. Analogue signals are continuous and represented by waves. They are used for audio and video transmissions. Digital signals are discrete and are represented by 1s and 0s. They allow for the transmission of data between digital devices. Before computers, all measurements and signals were analogue. However, digital signals have a more reliable transmission rate with less interference. They are also less expensive and more flexible. Analogue to digital, and digital to analogue Some devices use both analogue and digital signals. Bluetooth earphones have a built-in digital- to-analogue converter (DAC) that converts the digital signal received to analogue so that it can be played and heard. Likewise, whenever we speak into a digital microphone and save the file on our computer, an analogue-to-digital converter (ADC) makes the conversion. 8 Understanding digital society 358416_01_IB Digital Society_Sec01.indd 8 07/09/2022 15:56  Amplitude Time Analogue display Analogue signal 00.00 Digital display Amplitude Time Digital signal Analogue signals versus digital signals 1.1F Digitization Analogue and digital information Analogue forms such as printed photographs, printed documents and other artifacts can be ◆ Digitization: converted into a digital (binary) format that can be saved on a digital device. The process of changing Changing analogue data data and information from analogue to digital is called digitization. It allows us to store, process and information to digital. and share information between devices. Digitization also refers to taking data that is filled in on paper forms and transferring it to a digital system or database. The data from the forms must then be stored according to the procedures and policies that have been established for the storage of personal data. Individuals may use digitization for personal purposes, to save and share personal source material on a digital device or on a cloud service. In addition to the established procedures and policies for storing data, institutions such as museums, libraries, businesses, news agencies and governments also need to consider the actual process that will be used for the digitization of source material, such as copyright, accessibility to the digitized material and equitable digitization of cultural materials. Digital preservation Digitization is not the same as digital preservation. Digitization is only one of the steps that could ◆ Digital be involved in the digital preservation process. Digital preservation is the process of ensuring that preservation: The source material is stored and accessible in a digital format regardless of technological changes that process of ensuring that source material is stored may take place over time. and accessible in a digital Data preservation means more than just making a backup copy of your data; it means format regardless of protecting your data in a secure environment for long-term access and reuse. technological changes Stanford University that may take place over time. 1.1 What is digital society? 9 358416_01_IB Digital Society_Sec01.indd 9 07/09/2022 15:56  Digital preservation may involve source material such as texts, documents, images, photographs, databases and spreadsheets, programs and applications, desktop files and operating systems, emails, tweets, social media, games, movies, music and sound, entire websites – indeed, anything digital accessed on a digital system. Since digital technologies are constantly changing, the procedures and policies used for the digital preservation of source material must be able to address these changes and get around the problems caused by digital systems that are no longer available. ACTIVITY Obsolete digital systems Identify five specific digital technologies, online or offline, that you or a family member used 10 years ago to create and access text, photos, music and other information that are no longer available. To what extent is it possible to access the digital material using current digital technologies? Digital reformatting Digital reformatting is part of the process of preserving original materials for long term accessibility. It involves converting analogue materials into a digital format so the need to use of the original material is much less or totally eliminated. It is guided by policies and best practices to ensure that the materials being converted in the digital reformatting process are protected and that the digital version produced is of the highest quality. Digital archives A digital archive, also referred to as a data archive, is an information system used to store different digital resources and make them available to a specific group of users. Digital archives can be structured in very different ways: by topic, by archive owner, by type/file format of the content (images, text, videos), by access (public or not public), by technical structure, by language, and by interaction possibility for the users (the type of navigation and search allowed). ACTIVITY Search for a digital archive There are hundreds of public digital archives available from universities, libraries, museums, organizations, businesses and governments across the globe. Use a search engine to find a public digital archive from: n a university library n a newspaper or magazine publisher n a government archive Links n a medical library This topic links to n a museum. 3.1 Data and data Use the words ‘digital archive’ along with other keywords in your topic of interest. analysis and 4.1A Arts, What are your observations about the impact and implications of making digital archives entertainment and publicly accessible? popular culture. 10 Understanding digital society 358416_01_IB Digital Society_Sec01.indd 10 07/09/2022 15:56  1.1G Digitalization The terms ‘digitization’, ‘digitalization’ and ‘digital transformation’ can be confused with one another, but they are all different. Digitalization is the use of digital systems to change the structure and/or operation of a business, ◆ Digitalization: The institution or organization. Examples include: use of digital systems to change the structure l a retail store introducing an online shop to sell their products and/or operation of a l a school deciding to use only electronic versions of textbooks business, institution or organization. l a business deciding to store all of its data in a cloud service rather than invest in additional hardware and software to store its data on-site. Digitalization may be the result of the availability of new technologies that can be used and combined to replace the current processes that are being used. Examples of these technologies are further explored in Section 3. Digital transformation Digital transformation is a profound change in an entire institution, organization, business or other entity due to the need for change and the potential of digitalization to meet that need. Digital transformation can have implications for methods used, services offered, management, stakeholder involvement, ways of thinking and all other aspects of how the entity functions. Digital transformation has been observed in education whenever natural disasters and other factors have disrupted the ability for students to attend school. Reflection Now that you have read this chapter, reflect on these questions: n What is digital society, and what is the focus of our Digital Society course? n How are all data and information stored in a digital device? n What are the main purposes of digital preservation, digital reformatting and digital archiving? n What are the differences between digitization, digitalization and digital transformation? 1.1 What is digital society? 11 358416_01_IB Digital Society_Sec01.indd 11 07/09/2022 15:56  1.2 The foundations of digital society: Concepts, content and contexts We will be applying the digital society diagram to a wide range of real-world examples throughout our study of digital society, and analysing the impacts and implications of digital systems on people and communities. CONCEPTS Change, expression, identity, power, space, systems, values and ethics INQURIES CONTENT CONTEXTS Data, algorithms, computers, Cultural, economic, networks and the internet, environmental, health, human media, artificial intelligence, knowledge, political, social robots and autonomous technologies Digital society diagram – the 3Cs The table below provides an overview of how real-world examples relating to digital society can be categorized under three headings: concepts, content and contexts. Impacts and implications for stakeholders Concepts Content Contexts Large overarching themes that Digital systems and digital Real-world examples in which are powerful, pervasive and technologies used in specific the use of digital systems have debatable. real‑world examples. impacts and implications for 2.1 Change 3.1 Data and data analysis stakeholders. 2.2 Expression 3.2 Algorithms and code 4.1 Cultural 2.3 Identity 3.3 Computing devices 4.2 Economic 2.4 Power 3.4 Networks and the internet 4.3 Environmental 2.5 Space 3.5 Media 4.4 Health 2.6 Systems 3.6 Artificial intelligence 4.5 Human knowledge 2.7 Values and ethics 3.7 Robots and autonomous 4.6 Political technologies 4.7 Social If we simply consider the number of possible real-world examples that we can categorize using these three columns (concepts, content and contexts), there are 7 × 7 × 7, or 343, different possibilities. That is a significant number, and this is if we only consider one real-world example for each possibility. 12 Understanding digital society 358416_01_IB Digital Society_Sec01.indd 12 07/09/2022 15:56  In addition to considering the 3Cs when categorizing real-world examples, they can have impacts and implications for people and communities at various levels: l individuals, groups and/or communities l local, regional or national l global. This adds to the complexity of categorizing examples. It is not possible to study every possible combination of the 3Cs at all of the various levels. Therefore, it is necessary to look for similarities and make connections between the various real-world examples, so that the number is not overwhelming. You will also need to have a well-organized way of saving your examples and findings, and for looking for connections to any new examples that you encounter. Real-world examples involving the use of digital technologies can come from a wide range of sources, including: l personal encounters and experiences l family members, friends and acquaintances, and their experiences l local businesses, institutions and organizations l regional and national governments l news items on television, radio, newspapers, magazines and other media sources l books and published materials l online courses, webinars, newscasts and podcasts l anywhere. One is never enough One instance of a particular real-world example or news item is not enough to gain an overall perspective. We need to have a balanced overview through various sources of information from different geographical locations and different stakeholder perspectives. Every real-world example and news item will have more than one perspective. Time changes perspective The perspective about a particular news item or real-world example can change over time. A good example of this is illustrated by a well-known cartoon published in the New Yorker in 1993: ‘On the internet, nobody knows you’re a dog.’ At that time, the cartoon suggested the internet provided anonymity. Today, however, huge amounts of personal data are collected, stored and shared. There are alarming concerns about privacy and who has access to our data, how they acquire access, and how we can safeguard our data. A more recent article from Digital Guardian, 6 August 2021, was titled ‘On the internet, everyone knows you’re a dog’, which highlights how significantly the situation has changed from 1993 to 2021. 1.2 The foundations of digital society: Concepts, content and contexts 13 358416_01_IB Digital Society_Sec01.indd 13 07/09/2022 15:56  ACTIVITY What does your digital footprint look like? n Use a search engine, such as Bing, Google or one of the many other internet search engines, and enter your own name. The result of the search will give you a first impression of what your digital footprint looks like. Follow this up by searching for your name on any social media account that you use frequently. What impression would your family, teachers, friends, future college admissions officer or future employer have about you from these search results? Do the results leave a positive or negative impression? This part of your digital footprint is the result of your active posting of online, for example, social media posts, photos, videos or responses to others. Your digital footprint may also be the result of posts made by others, which can be positive, such as receiving an award, or negative, such as an embarrassing photo. These posts contribute to your passive digital footprint, which can be damaging in some instances. Other passive contributions to your digital footprint occur when you are unaware that your actions are being collected and stored. These include data collected by browsing websites, by your internet service provider (ISP), through shopping online and similar activities. n Conduct some initial searches and outline: Let’s consider a personal real-world example. How does your n actions that you can take to create a positive involvement with digital technologies contribute – either digital footprint actively or passively – to your digital footprint? n steps that you can take to avoid having a negative digital footprint. Footprints on the beach leave a trace that will wash away. The digital traces that are left intentionally or unintentionally by The concept of a digital footprint relates to the 3Cs in the you, and through the actions of others, cannot be erased. They digital society diagram and the table. It can be categorized reside on servers where the information is stored, backed up, as follows: transferred, copied and shared. Even if the information is erased, n Concepts: 2.3 Identity we cannot be certain that it does not exist on another digital n Content: 3.4 Networks and the internet system somewhere else. n Contexts: 4.4 Health and 4.7 Social. n Use a search engine to identify the key features of a We will consider the 3Cs and real-world examples in more ‘digital footprint’.