Sunday's New York Times offers a real social networking gem.
The headline reads: Logged In and Sharing Gossip, er, Intelligence.
The article reveals that there is a new covert social operating system for spies and members of national intelligence agencies using the same types of features found on MySpace and Facebook. A-Space, which stands for Analyst Space, is where members can swap satellite photos of nuclear sites and missile bases, as well as blog about patterns, connections, insurgent activity.
A-Space joins the spook's version of Wikipedia known as Intellipedia where intel officers pool their collective knowledge for sharing and updating.
This begs a difficult question for many within the ego-centric intelligence community who are afraid of being scooped by colleagues and will lose credit for their diligence. Of course, these same critics fail (once again) to recognize how the hoarding of intelligence and critical information leads to national tragedies (e.g., the attacks on Sept. 11, 2001).
What the article unfortunately points out is that the U.S. spy families (e.g., CIA, FBI, NSA) are dysfunctional at best. That is, besides each agency employing different operational protocols, critical information often fails to reach or circulate among those within each agency who need it most.
The hope is that an A-Space will make sharing information easier, linking 100,000 employees in the same way middle schoolers around the globe are linked via MySpace.
A critic of technology, Amy Zegart, a public policy professor from UCLA, believes that the benefits of social networking are overemphasized, and that the "most important fusion takes place inside people's brains." This may be true, but how are we going to get the right information the right people? Zegart keenly argues, given that the intelligence surrounding 9/11 existed before the attacks, what difference will the Web make?
Perhaps it's not so much a technology issue as it is a cultural issue. If a spy culture is used to operating "in the dark," how will social networking opportunities emphasizing openness and transparency change the culture? Perhaps this could be just what these bumbling, secretive agencies need -- a better way to share knowledge and communicate. Of course, just because social operating systems aid communication, it is still a GIGO issue.
Similarly, many insiders fear that a technologic solution will make sensitive intelligence open to hacking, moles, turncoats, and a confusion between "expertise" and "opinion." (Where have I heard this argument before?) Given the current U.S. governments' track record with technology, there is much to fear. Can private enterprise offer more viable solutions? (Now I sound like a Republican -- what is going on?)
I feel like many members of the edublogging community have been proselytizing the values of technology in support of education in a similar vein. Perhaps once a large number of baby-boomer spooks retire, a path will be cleared and new ways of thinking about social networking, information/knowledge management, synthesis and assessment can occur more easily. I know it's not about how old you are, but I regularly confront a generation of educators still angry about technology because they chose to remain ignorant. So I inquire: What are our options?
Keywords: A-Space, Amy Zegart, computing, edubloggers, espionage, expertise, Facebook, GIGO, government, intelligence, knowledge management, learning, MySpace, New York Times, social networking, social networks, social operating system, teaching, truth






Comments
Hi Chris
Now that I know what 'proselytizing' means after looking it up ;-), I feel confident to comment on your post. I believe 21st century learning is about developing a whole new mindset and embracing tools that will help 'deliver the goods'. It is an evolutionary rather than revolutionary process, as you refer to, however for some of us the evolution time is too extended. However, I also believe in consolidating educational philosophy and practice and point ot the IBO Learner Profile document as an example of documenting what framework school development should/could take. Even as someone who uses online tools and social networking almost religiously in everyday teaching and administration I constantly remind myself that if the 'technology' is not helping ot promote higher-order thinking and problem solving skills and if it is not 'comfortable' for users to interact with and use then it is probably not worth pursuing. We need to help others find their comfort levels with new tools while always promoting an environment of inquiry, reflection, principle...and all the other learner profile attributes.
Julie