We accelerated progress itself, at least the capitalist and dystopian parts. Sometimes I’m proud, although just as often I’m ashamed. I am proudshamed.
I miss making things. I miss coding. I liked having power over machines. But power over humans is often awkward and sometimes painful to wield. I wish we’d built a better industry.
Source: Why I (Still) Love Tech: In Defense of a Difficult Industry | WIRED
Via: Daring Fireball: Why Paul Ford (Still) Loves Tech
I believe the relative ease — not to mention the lack of tangible cost — of software updates has created a cultural laziness within the software engineering community. Moreover, because more and more of the hardware that we create is monitored and controlled by software, that cultural laziness is now creeping into hardware engineering — like building airliners. Less thought is now given to getting a design correct and simple up front because it’s so easy to fix what you didn’t get right later.
Every time a software update gets pushed to my Tesla, to the Garmin flight computers in my Cessna, to my Nest thermostat, and to the TVs in my house, I’m reminded that none of those things were complete when they left the factory — because their builders realized they didn’t have to be complete. The job could be done at any time in the future with a software update.
Source: Shoddy Software Is Eating The World, And People Are Dying As A Result | Techdirt
We have basically told these companies that the smart thing to do, the shareholder thing to do, is to lie and to break the law.
Now technology is 99% about shareholder value and 1% about the betterment of humanity.
The markets are failing.
Source: Scott Galloway Says Amazon, Apple, Facebook, And Google should be broken up – YouTube
Via: Dear Jeff – Signal v. Noise
Behaviorism commodifies people. I wish humane tech and tech regrets folks were louder about what’s going in ed-tech. The primitive moral development of Silicon Valley (& Skinner & Lovaas) is in our schools.
Persuasion and Operant Conditioning: The Influence of B. F. Skinner in Big Tech and Ed-tech
The first is that implementation is policy. Whatever gets decided at various times by leadership (in this case, first to separate families, then to reunite them), what happens in real life is often determined less by policy than by software. And until the government starts to think of technology as a dynamic service, imperfect but ever-evolving, not just a static tool you buy from a vendor, that won’t change.
The second lesson has to do with how Silicon Valley — made up of people who very much think of technology as something you do — should think about its role in fighting injustice.
This is one of the lessons you can’t escape if you work on government tech. When government is impaired, who gets hurt? More often than not, the most vulnerable people.
In order to properly administer a social safety net, a just criminal justice system, and hundreds of other functions that constitute a functioning democracy, we must build government’s technology capabilities. In doing that, we run the risk of also increasing government’s effectiveness to do harm.
Which is why Silicon Valley can’t limit its leverage over government to software. Software doesn’t have values. People do. If the people who build and finance software (in Silicon Valley and elsewhere) really want government that aligns with their values, and they must offer government not just their software, but their time, their skills, and part of their careers. The best way to reclaim government is to become part of it.
Source: Border family separation and how computer software can make policy – Vox
Because endless growth and data collection is the foundation of their business, and that necessitates doing gross invasive things to their users.
They need you to feed the beast, and they certainly don’t want you to think about it. So they use cartoon animals and sneaky happy paths to make sure you stay blissfully ignorant.
Using software is inherently a handshake agreement between you and the service provider. It’s not unlike paying for a physical service.
The problem is, many of the dominant software makers are abusing your handshake in increasingly dastardly ways. They treat their customers like sitting ducks — just a bunch of dumb animals waiting to be harvested. And when growth slows, they resort to deceptive and creepy tactics to keep the trend lines pointing skyward.
Source: How You’re Being Manipulated By Software – Signal v. Noise
“Social media is in a pre-Newtonian moment, where we all understand that it works, but not how it works,” Mr. Systrom told me, comparing this moment in the tech world to the time before man could explain gravity. “There are certain rules that govern it and we have to make it our priority to understand the rules, or we cannot control it.”
Source: Opinion | A Wise Man Leaves Facebook – The New York Times
The image of data-intensive startup pre-schools with young children receiving ‘recommended for you’ content as infant customers of ed-tech products is troubling. It suggests that from their earliest years children will become targets of intensive datafication and consumer-style profiling. As Michelle Willson argues in her article on algorithmic profiling and prediction of children, they ‘portend a future for these children as citizens and consumers already captured, modelled, managed by and normalised to embrace algorithmic manipulation’.
The tech elite now making a power-grab for public education probably has little to fear from FBI warnings about education technology. The FBI is primarily concerned with potentially malicious uses of sensitive student information by cybercriminals. There’s nothing criminal about creating Montessori-inspired preschool networks, using ClassDojo as a vehicle to build a liberal society, reimagining high school as personalized learning, or reshaping universities as AI-enhanced factories for producing labour market outcomes-unless you consider all of this a kind of theft of public education for private commercial advantage and influence.
Source: The tech elite is making a power-grab for public education | code acts in education