The introduction of electronics and Information Technology in Malaysia is an interesting field of study. In this discussion, I would like to discuss how, through personal experience and observation, these new technologies have dynamically changed the way society operates. My premise is this- that when a new technology is introduced, or produced in a country, it penetrates through society, while locking some people in and out.
I remember when computer classes were introduced in my Malaysian school. It was phenomenal and it sparked the enthusiasm of every student to be present in school. It was 1996, and English classes were occasionally held in the computer lab, where we had to complete certain exercises on the computer. But the amusing thing was, for every exercise we completed on the computer, we had to copy everything down again in our little exercise book. Although there were many blunders and errors caused by our teachers who had not mastered computing skills, these classes played an important role in exposing us students to new technology. It was implemented at the time when many families did not yet own a personal computer, even in my own family.
Soon after, electronic toys and gadgets such as Tamagochi were introduced. Many children were carrying one, or even two around. Tamagochi is a virtual pet that has to be taken care of everyday- it has to be fed and cleaned, and has ‘life’. This took a huge chunk of time in many young children’s life, and changed the way they related to other children. Their relations were mainly on the basis of their Tamagochi, as their pets could befriend, or fight against one another. Although this brought together children with similar interests, there were many others who were left out. However, it was banned in school, and so, became an out-of-school experience that children looked forward to.
Then it came the time where Internet was introduced. It started in 1998, and I observed a proliferation of cyber cafes in my town. Friends spoke about e-mail and IRC (Internet Relay Chat), and I had no idea whatsoever about the topic of their conversation. We continued to have computer classes in school, but it had nothing to do with teaching us about Internet. Thus, peer pressure drove those of us without home internet access to the cyber cafes. And subsequently, this changed the way we spent our free time. Instead of spending free time at home or being with friends physically, we were on the Internet, hooked to online chatting. Internet chatting and gaming were the hot topics. Therefore, those who were in it were ‘locked’ in, as it became a strong addiction, while those not involved were locked out, unable to participate in conversations, and deemed lacking in something.
After computers and the Internet, many other electronic must-haves such as the playstation emerged in the market. And then, mobile phones became the ‘entry-ticket’ to being included in conversations. However, all these gadgets were banned in school. Even until today, mobile phones are not allowed to be brought in school. The reason given is, the school does not want thefts to happen, and they are trying their best to avoid social exclusions for those who could not afford them. In my opinion, this has been a smart move by school authorities, because they have acknowledged the potential of technology in distorting the equilibrium in school- where everyone is equal in material wealth, and only differ academically and physically.
[...] post by Through Yvonne’s lens [...]
[...] Original post by Through Yvonne’s lens [...]