Technology for leaders Lecture 1

EDAD 765

Lectured by Jesse Role @ UEAB 2008

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Orientation and Assignments

Individual Information Requirements Participation Name Tags


Jesse Austria Role Jesse Austria Role Ph. D. TM, MTTE, BSIE-El, ABHPRPh. D. TM, MTTE, BSIE-El, ABHPRChairman, Department of TechnologyChairman, Department of Technology

Professor Electronics, Education and Professor Electronics, Education and Information TechnologyInformation Technology

University of Eastern Africa, University of Eastern Africa, BaratonBaraton

www.roletech.netwww.roletech.net


Technology Change

Why Technology for leaders?


Why technology for leaders?

The public is keeping abreast with the

technology changes. More than ever,

individuals value the importance of technology

changes in education.


In a January, 1995 survey by Microsoft/Intelliquest, public opinion

recognizes the importance of: 89% of parents (84% of general population)

believe computer skills are important to educational success.

86% of computer-using children believe computers skills are important to getting good grades in school.

92% of children think computer skills will help them earn higher salaries in future jobs.

77% of teachers (67% of general public) think computers help each child learn at his/her own pace.

61% of American (56% of teachers) believe that computers help develop kids’ creativity.


Student Opinion

In a once-per-decade poll of teens about school, the National Association of

Secondary School Principals found the following (Education Daily, August 19, 1996):

In 1974 and 1983, math and English ranked as the most important courses offered in school. Computer use barely made the list.

In 1996, student ranked computer use and programming a close third in importance to math and English. 96% of the student ranked math as very or fairly important, 93% ranked English as very or fairly important and 92% ranked computer use and programming as very or fairly important.


Some Early quotes of professionals

"Computers in the future may weigh no more than one and a half tons." —Popular Mechanics, Forecasting the Relentless March of Science, 1949

"I think there is a world market for maybe five computers.“ Thomas Watson, Chairman of IBM, 1943


Cont….

"There is no reason anyone would want a computer in their home.“ Ken Olson, President, Chairman, and Founder of Digital Equipment Corporation, 1977

"Radio has no future."Lord Kelvin, Physicist and President of the Royal Society, 1897

The radio craze will die out in time."Thomas Edison, 1922


What is technology in the future?

Just what the future holds is often difficult to predict, but

technology has been especially difficult to

predict. Often, technology has been underestimated in

terms of its impact.Lectured by Jesse Role @ UEAB 2008

Exploring Technology in Society

Information EvolutionWe are facing a time of "information evolution". The

Aspen Institute Communications and Society Program issued the following ways new information

technologies are spurring complex patterns of change:

New Tensions Centralization vs. Fragmentation A holistic perspective vs. Specialized knowledge Too much information vs. Too little information Leadership vs. Fellowship Worker isoliation/alientation vs. Community connections Sharing vs. Withholding access to information Information "filters" vs. Disintermediation Public intervention vs. Private decisionmaking


Exploring Technology Changes in Education

Factors Facilitating Technology-Supported Education Change

Authentic challenging tasks are best supported with flexible technology applications rather than with canned instructional programs.

Having project-based, cooperative learning skills in place is important.

Teachers need time to develop their own skills with technology.

Easily available access to technical assistance is critical, especially in the early years.


Schools need permission and support for innovations from the district, state, and federal levels.

Using the technology tools of the professional community adds significance and cultural value to school tasks.

Technology implementation provides a safe context for teachers to become learners again and to share their ideas about curriculum and method.

Outside funding may be required to support the level of technical assistance and professional development opportunity needed to implement technology-supported education reform efforts.

Exploring Technology Changes in Education


What Is Being Said About School Reform

"[Bringing technology to education] is a slow, but steady revolution. Each decision by a school board, each act of support by a principals, and each

initiative by a teacher is changing the nature of schools."

It’s a grassroots movement Not a doing it to prove a new theory Not doing it to save American business Doing it to make schools better


“Gone are the days when

education is in the box”


Personal Technology Inventory

What is my knowledge level in technology?

Can I use technology in improving my leadership?

Is technology a threat to my leadership? Can I manage technology in my

leadership?

Is manual work better than using technology?


Why Use Technology? Efficiency or accuracy Performance Speed Real-time delivery of service


We Need Change…

What do we do with Change?


Cook Change?


Garb

age

change?


Implement change?

Implementation



Change Leadership


Theories of Leadership


Factors Affecting Style


Technological change and older workers training

Proposition 1 The optimal level of training decreases as the rate of

technological innovation γ, the technological distance between subsequent vintages of machines, increases.

Proposition 2The optimal level of training increases as technology

diffuses (τ drops) and workers' skill becomes less traditional specific (and so more transferable).

We directly test Beckmann (2004) hypothesis:Proposition 3The interaction between technological change (a rise in γ,

or a rise in τ) and age has a negative impact on a worker's training


Proposition 1 Level on knowledge in technology Compare to Age


Proposition 2 Level of training in technology Compare to leadership Style


Proposition 3 technological change Compare to impact on workers training


Organizational change and older workers training

External workers are employed in the firm through outsourcing and work force casualisation. By assumption external labor is substitute with respect to internal labour.

Proposition 4 The availability of the option of outsourcing part of the firm's activities reduces the optimal levels of training offered by a firm.


The testable implications

Technological innovation reduces the employer’s incentive to train employees

Note that if truly TC is aged biased, skill obsolescence in young and older workers differs. TC will have a differential impact of training opportunities of workers who differ by age

Technological diffusion increases the firm’s incentive to train

Outsourcing/Casualization reduces the employer’s incentive to train employees

Remember that this derives from very specific assumptions about the relationship between internal and external labor.


Older workers’ training opportunities more limited? Evidence

Training opportunities are more limited for workers aged 55 and + in the full sample. This result is robust to the inclusion of a large set of explanatory variables (individual specific, WP and industry specific).


A shift in policy focus? Main results1 Evidence of older workers’ relative

disadvantage2 Evidence that technological innovation may

reduce training opportunities. Aged-biased technological change as in Beckmann (2004)

3 Evidence that technological diffusion may reduce the gap in training opportunities→important industrial and technology policies can address this point.

4 Restructuring of the internal organization of the firm may hit the 55+ workers, but, outsourcing per se does not seem to reduce older workers’ labour market opportunities.


Are we Willing to Change?


Documents

Technology for leaders Lecture 1