The Use of Information Technology by Governments

The Use of Information Technology by Governments
“I Want You For the US Army.”
— WWI recruitment poster.
During his famous senatorial debates with Stephen Douglas in 1858,
Lincoln asserted that “Public sentiment is everything. With public
sentiment, nothing can fail; without it, nothing can succeed.
Consequently, he who moulds public sentiment, goes deeper than he who
enacts statutes or pronounces decisions” (Holzer, 2014).
For governments, shaping public sentiment is crucial for political
success, including domestic and foreign initiatives. Governmental use of
information technology is especially vital when it comes to warfare.
There are several examples in history of information technology (be it
the printing press, radio, TV, film, or the internet) being employed to
persuade citizens during armed conflict.
One specific domestic example concerns Franklin Delano Roosevelt’s
use of radio. In the midst of the Great Depression, Roosevelt utilized
radio for his Fireside Chat broadcasts to
“bring the nation together, to inspire and to cajole. So effective and
affecting were his talks that the number of letters written directly to
the president reached unprecedented levels” (Rudel, 2008). This was the
first time the American people had heard the voice of their president.
Roosevelt’s calm demeanor and reassurances during the so-called
“fireside chats” were incredibly important because of the economic
uncertainty confronting the nation. One correspondent at the time said
that people “felt he was there talking to you, not to 50 million others,
but to you personally” (Levine & Levine, 2002, p. 18). Using radio,
Roosevelt was able to mold public opinion in his favor.
Prior to this example, other technology was utilized for
communication efforts. As American patriots were debating their
relationship with Great Britain, writer Thomas Paine published Common Sense in
January 1776. This pamphlet quickly became a bestseller, with over
120,000 copies sold by April of that year (Keane, 1995, p. 111). Paine’s
arguments convinced many wavering Americans to support the patriot
cause against Great Britain.
During the American Civil War, newspapers allied with the Lincoln
administration and the Republican Party trumpeted the importance of
keeping the union intact by fighting secession efforts by Southern
states. The conflict would also see a recent technological innovation
emerge: photography. Pioneers such as Matthew Brady and Alexander
Gardner took pictures of generals, soldiers, politicians (including
several famous photos of Abraham Lincoln), and battlefields. Some of the
photographs of Antietam and Gettysburg showed the grisly reality of
battle. Yet, not many Northerners saw those images, so they did not
disturb the message of the Lincoln administration and its supporters to
keep fighting until the South was subdued.
During WW.I, President Wilson created the Committee on Public
Information (CPI) by executive order. The head of the CPI, George Creel,
maintained it was his duty to “sell the war to America” (Jowett &
O’Donnell, 2019). This was accomplished by calls for patriotic duty,
alongside unabashed efforts to dehumanize the German government and
soldiers.
In WWII, the government used posters, radio, and film to mold public
opinion concerning efforts in Europe and the Pacific. The film series, Why We Fight, directed
by Frank Capra, was one example of this effort. The films were shown to
service members, and were eventually viewed by over 54 million
Americans in various movie theaters (Rollins, 1996). All of these
efforts were to bolster American opinion on the justice of fighting
overseas following years of isolationism.
During the Cold War, the government utilized various information
technologies to warn Americans of the danger of a new foe, Soviet
communism. At the same time, there was a desire by the government to
prepare Americans for a potential Soviet atomic attack. There were
numerous civil defense films produced (including the famous Burt the Turtle) about what schoolchildren should do in the case of such an attack.
Even though there was no direct combat during the Cold War, there
were proxy wars, which would test the government’s use of persuasion,
especially in Vietnam. By 1967–1968, the American government lost
control of its narrative that U.S. intervention was necessary, partly
because of the popularity of television. In 1950, just 9% of American
households owned a television. By 1960, 85.9% of American households had
one (Thompson, 2019). This now ubiquitous technology would play a role
in how some Americans viewed the war in Southeast Asia (the conflict is
often called “the first television war”). Marshall McLuhan, the famous
scholar of communication technology, stated in 1975 that “Television
brought the brutality of war into the comfort of the living room.
Vietnam was lost in the living rooms of America—not the battlefields of
Vietnam” (Axelrod, 2000). The images and photographs from Vietnam
counteracted the government’s rosy pronouncements, and they would
eventually feed into an emerging antiwar movement in the United States.
Having learned the difficult lessons of Vietnam, the government
attempted to sculpt public opinion in a constructive way during the
first Gulf War. As two scholars on persuasion techniques point out,
“fear of another Vietnam was initially a negative metaphor, but it also
set the groundwork for developing a strong propaganda campaign aimed at
creating a mood in the American public that those experiences would
never be repeated” (Jowett & O’Donnell, 2019). Remembering the
issues with the media presence in Vietnam, the government restricted
press access in most circumstances, and any press personnel near combat
areas were required to be accompanied by military personnel. The
military also utilized television to separate the actual battlefield
from the American public. The commander in the field, General
Schwarzkopf, gave a number of press briefings to the media, often
showing video footage of smart bombs from the perspective of pilots,
without showing the aftermath of the explosions. The gritty visuals of
Vietnam were minimized, demonstrating that the government understood the
need to control the narrative with technology, as it had in WWII.
Today, governments around the world continue to utilize information
technology to shape public opinion on foreign and domestic matters.
Being aware of how technology is used in this way is crucial as you
judge what governmental officials tell you.
World War I: US Army enlistment poster Destroy this Mad Brute.

-ASSIGNMENT DETAILS:

In this assignment, you will compose a letter to the editor concerning
a contemporary example of the government’s use of information
technology that you support or oppose. A letter to the editor should
assertively state your opinion while embodying a professional demeanor.
Your letter should articulate how you came to your conclusion, thus
demonstrating your problem-solving and/or decision-making process.
Directions: For this assignment, you will write a 300-word letter on
the topic of technology, history, and society. Your essay should have a
clearly established and sustained viewpoint and purpose. In addition,
your writing should be well ordered, logical, and unified, as well as
original and insightful. Following are the content requirements of the
letter:
Pick an example of when the government used information technology to affect domestic or foreign policy.
In your example, how did the government use information technology to affect the court of public opinion?
Did this concern a domestic or foreign matter?
What information technologies were utilized?
Were they successful/unsuccessful?
Was the use of this technology innovative?
In your opinion, was there anything deceptive about the government’s message? Why or why not?
Do you support or oppose this use of information technology? Why or why not?
Your letter should also meet the following guidelines:
Support your example with information from the text and at least two, additional academic sources.
300 words (not including the title page or reference page)
Correct grammar and syntax
APA format
Unit 9 Readings
In this unit’s readings, you examine information technologies.

Required
● Winston, M. E., & Edelbach, R. (2014). Society, ethics, and technology (5th ed.).
Wadsworth Cengage Learning.
o ANDREW J. FLANIGAN, CRAIG FLANIGAN, AND JOHN FLANIGAN:
Technical Code and the Social Constructions of the Internet
o MAX BOOT: The Consequences of the Information Revolution
o NICHOLAS CARR: Is Google Making Us Stupid?

Suggested
● Winston, M. E., & Edelbach, R. (2014). Society, ethics, and technology (5th ed.).
Wadsworth Cengage Learning.
o REBECCA MACKINNON: Corporate Censorship

-REFERENCES:

Axelrod, A. (Ed.) (2000). The quotable historian. McGraw-Hill.
Holzer, H. (2014). Lincoln and the power of the press: The war for public opinion. Simon & Schuster.
Jowett, G., & O’Donnell, V. (2019). Propaganda & persuasion. SAGE Publications.
Keane, J. (1995). Tom Paine: A political life. Grove Atlantic.
KQED Food. (2012, October 11). F.D.R’s Fireside Chat. [Video] https://www.youtube.com/watch?v=aCP-9ZnWIwA
Levine, L. W., & Levine, C. R. (2002). The People and the President: America’s Conversation with FDR. Beacon Press.
Rollins, P. C. (1996, Winter). Frank Capra’s Why We Fight film series and our American Dream. Journal of American Culture, 19(4).
Rudel, A. (2008). Hello, everybody!: The dawn of American radio. Houghton Mifflin Harcourt.
Thompson, R. J. (2019, July 1). Television in the United States. In Britannica. https://www.britannica.com/art/television-in-the-United-States/News-and-politics
US National Archives. (2015, January 23). Why We Fight: Prelude to War [Video]. https://www.youtube.com/watch?v=wcAsIWfk_z4&list=PLugwVCjzrJsXwAiWBipTE9mTlFQC7H2rU
Writing an Effective Letter to the Editor. (n.d.). https://www.ucsusa.org/resources/writing-effective-letter-editor

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