Lawrence, KS — At the University of Kansas, a unique course called Media & Society intersects with the ongoing debate about technology’s impact on society and the adequacy of current regulations. Throughout the semester, the course engages over 450 students in exercises that challenge them to think critically about the ethical dimensions of journalism and media influence. By working collaboratively in the university’s auditorium, students grapple with scenarios that blur the lines between theory and practical, real-world dilemmas.
Recently, these students tackled a particularly timely issue: technology regulation. This comes amid significant legislative developments, such as the RESTRICT Act signed by President Joe Biden, mandating the Chinese company ByteDance to divest ownership of TikTok. This law could potentially outlaw the app in the U.S. if not complied with by January 19. Additionally, the Act faces a fast-tracked Supreme Court challenge that may impede its enforcement.
Simultaneously, California has taken strides to shape technology usage within its borders, with new laws addressing artificial intelligence, child safety, and data privacy — though many of these measures are modest. These actions reflect a broader legislative hesitation, both at state and federal levels, to assertively regulate technology, despite decades of advancements that have deeply integrated digital tools and platforms into daily life.
In a novel class exercise, the Kansas students were tasked to act as legislators, drafting laws that might address various “problem areas” in technology. Their proposals covered a wide range, with children’s online safety being the most frequent concern. Reflecting their personal experiences and societal worries, many of these young adults proposed robust measures to shield youth from the potential harms of unregulated internet access.
Aside from child safety, students also considered privacy concerns, the accountability of tech companies for user-posted content, and the regulation of algorithms that recommend content to users. Notably, the exercise highlighted a significant disparity in legislative attention given to different issues, with proposals like age verification for accessing harmful internet content sparking vigorous discussion about privacy, freedom of access, and parental responsibility.
This exercise sheds light on the heightened awareness and activism among young adults concerning technology’s risks, especially to children. Their proposed solutions, albeit sometimes constitutionally or practically challenging, underscore a deep-seated desire for more effective governmental intervention in the digital sphere.
Advocates for more stringent tech regulation, like technology columnist Casey Newton, find resonance with these students. They collectively echo a sense of urgency for legislative action that has been a repetitive refrain in discussions about technology’s societal impact.
With tech issues becoming increasingly pervasive and pressing, the deliberations and outcomes of this university course in Kansas might very well mirror or even influence broader public policy debates and legislative initiatives across the country. As these young adults move from academic settings into public and professional spheres, their informed perspectives and legislative simulations could inspire real-world change in how society manages and mitigates technology’s profound impact.
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