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Module 5: Blog Post on Red Queens and Increasing Returns

Arthur (1996) identified technological products as products that have increasing returns. Simply put, what is ahead will go further ahead, and what is behind will fall farther behind (Arthur, 1996). DVDs and Video on Demand (VOD) are two examples of technologies that produce increasing returns. However, DVD (and Blu-Ray) technologies are at risk of falling behind due the increasing popularity of VOD (Morris, 2016). There is hope for DVDs as the next process in the evolution of the medium emerges.

One attribute that allows a technology to generate increasing returns, according to Arthur, is that a technology cannot stand-alone and depend on other technologies (Arthur, 1996). For example, DVDs require disc manufactures, DVD player manufactures, and video and audio manufactures in order to grow. Likewise, VOD requires broadband Internet access and platforms for streaming and viewing content. Without the corresponding technologies, DVDs and VOD would not be able to grow and to thrive.

The emergence of 4k ultra-high definition technologies is a piece of corresponding technology that may rescue DVD and Blu-Ray technologies from becoming obsolete. In addition, there are a significant number of people who prefer the physicality of a disc to streaming video (Morris, 2016; Graham, 2013; Aldershoff, 2014). Since the demand for corresponding technologies (ultra-HD and physical discs) maintains the need to produce, DVD and Blu-Ray may survive longer than some may have speculated (Mearian, 2014). It may take a decade before DVDs and Blu-Ray become obsolete.

References

Aldershoff, J. (18 June 2014). 70% of British prefer physical DVD or Blu-ray over Video on Demand. Retrieved from http://www.myce.com

Arthur, W. B. (1996). Increasing returns and the new world of business. Harvard Business Review, 74(4), 100−109. Retrieved from the Walden Library databases.

Graham, L. (30 January 2013). The NPD Group: As Digital Video Gets Increasing Attention, DVD and Blu-ray Earn the Lion’s Share of Revenue. Retrieved from www.npd.com

Mearian, L. (2 May 2014). Bye-bye, Blu-ray: Video-on-demand and streaming options are gaining on you. Retrieved from www.computerworld.com

Morris, C. (8 January 2016). Blu-Ray struggles in the streaming age. Retrieved from http://www.fortune.com

EDUC 8342 Blog Post on Disruptive Technologies

According to Thornburg (2014a), a disruptive technology is a technology that eradicates another technology. One example is the microchip that replaced vacuum tubes that used an overabundance of electricity and burnt out over time like light-bulbs (Thornburg, 2014a). Google Glass has the opportunity to disrupt smartphones and desktop and laptop computers.

Healthcare is the field most closely linked to Google Glass. In the healthcare field, The Google Glass app Medipad, used in conjunction with an iPad, gives doctors instant access to patient records, check patient vitals in real time, and collaborate with other doctors by sharing what they are viewing when performing surgery (Baraniuk, 2014). In addition, doctors, via the Drchrono app for Google Glass, can store and share photos and videos with their patients (Farr, 2014). Google Glass facilitates doctor-doctor and doctor-patient collaboration.

In Education, Google Glass has the potential to assist students with autism. Brain Power is an app that assists children with autism recognize social cues, learn social skills, and give feedback to caretakers and teachers (Kraft, 2015). Apps such as Brain Power may lead the way to more apps to assist people with autism.

One major social implication of Google glass is privacy. In the medical field, how can doctors and patients be certain that confidential information does not become public? The same holds true in the Education field. If teachers and students begin to use Google Glass in similar fashions as healthcare professionals, how can teachers and administrators be certain that records remain private?

Safety is another factor involved with Google Glass. According to the results of a study conducted by Sawyer et al., (2014), wearing Google Glass and messaging while driving did impair drivers. Legislators may want to include Wearable technologies with texting laws in order to prevent accidents.

It is possible that the technology that disrupts Google Glass is already in the making. I predict that, within the next 10 years, there will be an emerging technology that puts the Google Glass on the shelf with compact discs.

References

Baraniuk, C. (11 June 2014). Doctors with iPads could transform hospital care. New Scientist. Retrieved from www. newscientist.com.

Farr, C. (12 June 2014). Startup launches ‘first wearable health record’ for Google Glass. Reuters. Retrieved from www.reuters.com.

Kraft, J (11 September 2015). Can this Google Glass app help kids with autism?. KQED. Retrieved from http://www.kqed.org.

Laureate Education (Producer). (2014a). David Thornburg: Disruptive technologies [Video file]. Baltimore, MD: Author.

Sawyer, B., Finomore, V., Calvo, A., & Hancock, P. (2014 November). Google Glass: A driver distraction cause or cure?. Human Factors: The Journal of Human Factors and Ergonomics Society(56), 1307-1321. doi:10.1177/0018720814555723.

Module 3: Blog Post on Rhymes of History Technology

20160328_121514Dr. David Thornburg coined the phrase, “rhymes of history” because he noticed a similarity in evolving technologies to Mark Twain’s notion that history may not necessarily repeat itself, but it rhymes a lot (Laureate, 2014h). According to Thornburg, rhymes of history occur when a new technology rekindles or affects something that humans want to do and causes humans to either do it more easily or over a broader scale (Thornburg, 2014h). Listening to recorded music has been rekindled over the past century-and-a-half to the point where music “plays” digitally instead of through a mechanical device.

Thomas Edison opened the door for audio recording when he shouted ,”Mary had a little lamb” in a horn (microphone) attached to a stylus, a cylinder wrapped in foil, and another horn used as a speaker. The sound vibrations moved the stylus over the cylinder, which, when Edison moved the stylus back to the original position, allowed a re-playing of the recording. Humans now had the ability to record and play sound, especially music.

The first rekindling of recorded music came with the diamond disc, which looks like the vinyl records some of us grew up with. The biggest difference between the diamond disc and the vinyl disc is that the diamond disc is heavy and not flexible, whereas vinyl discs are lighter and floppy.

The next rekindling of recorded music came with tape. Cassette tapes were the most popular. However, reel-to-reel and 8-track tapes were prevalent modes of music listening during the 1960’s and 1970’s. Cassettes were lighter, smaller, and more portable than their big, bulky counterparts, so they sustained throughout the 1980’s and early 1990’s. The cassette’s size allowed listeners to use portable devices such as the Walkman and the boom-box in order to have their music with them everywhere they went.

In the 1980s, digital recordings arrived with the compact disc. Instead of a stylus or mechanical head, a laser beam read digitally imprinted information and transferred the information into sound. Not only did compact discs bring clearer sound, but also, when used properly, they would not wear out like records and tapes did after multiple uses.

The next rekindling of music listening took place when listeners accessed music digitally from the Internet and stored it in digital music players such as mobile phones, mp3 players, and i-pods. There no longer was a need for music lovers to use mechanical devices to listen to their music. Listeners have the opportunity to keep thousands of songs in digital libraries in the palms of their hands. What will be the next technology that rekindles music listening?

For a more detailed history of music recording, please visit http://www.recording-history.org/

Reference

Laureate Education (Producer). (2014h). David Thornburg: Rhymes of history [Video file]. Baltimore, MD: Author.

EDUC 8342 Module 2 -Emerging Technologies Tetrad

Learning Management System (LMS)

Enhances

Learning time/Access to content

Communication with and among students

Sharing resources among teachers

 

Obsolescence

Textbooks

Traditional lectures

In-person attendance

 

Retrieves/Rekindles

Use of audio and video sources

e-mail

 

Reverses

Apple tv

Mobile device apps

Tetrad based on Thornburg (2013e).

 

Learning Management Systems enhances learning time by providing teachers and students unlimited access to course materials (Wichadee, 2015). In the traditional school setting, teachers and students only have access to materials during school hours. In addition, Learning Management Systems bring new methods of communication. Students and instructors can interact with each other through discussion boards, course cafes, and announcement boards. By uploading content to Learning Management Systems, instructors have the opportunity to develop and share digital learning resources (Mtebe, 2015). This benefits novice teachers who do not have the same materials as experienced teachers.

Since Learning Management Systems and their contents are entirely digital, there is no longer a need for textbooks. Links to articles, websites, videos, and podcasts offer instructors and students access to the equitable information that is found in traditional textbooks. Further, digital content on Learning Management Systems replaces traditional lectures. This allows students to collaborate and construct knowledge with guidance from the teacher instead of receiving and absorbing information presented to them. Another traditional form of education is no longer necessary due to the evolution of Learning Management Systems. Students and teachers no longer need to physically attend at a specific time or place in order to teach and learn. This opens up opportunities for people to further their education who may not have the opportunity to do so if they were required to attend face-to-face.

Learning Management Systems bring the use of audio and video as learning tools from the past. Some instructors create their own audio and video files, while others use existing ones from platforms such as YouTube and Ted. Digital technology gives students the opportunity to create audio and video projects to demonstrate and share what they have learned. A tool from the recent past that Learning Management Systems retrieves is e-mail. Students and teachers use e-mail as an accessory to communication directly from the Learning Management System. On BlackBoard, for example, there is option to send an e-mail directly to the author of a post on the discussion boards. This gives participants the opportunity to communicate outside of the discussion.

Apple TV has the opportunity to replace Learning Management Systems. Users will be able to access courses by subscription, the same way they access television stations, Netflix, and the like. In addition, Mobile applications give opportunities for learning. Users can download classroom applications and take courses the same way they take them on Learning Management Systems. The future of education is interesting!

References

Mtebe, J. (2015). Learning management system success: Increasing Learning management system usage in higher education in sub-Saharan Africa. International Journal of Education and Development using Information and Communication Technology, 11(2), 51-64.

Thornburg, D. (2013e). Emerging technologies and McLuhan’s laws of media. Lake Barrington, IL: Thornburg Center for Space Exploration.

Wichadee, S. (2015 October). Factors related to faculty members’ attitude and adoption of a learning management system. The Turkish Online Journal of Educational Technology, 14(4), 53-61.

EDUC 8342 Module 1 Assignment – Identifying an Emerged Technology

Mobile devices are examples of emerged technologies that have the capacity to shape learning in K-12 environments. Mobile phones and tablets that connect to mobile networks are becoming more prevalent and more affordable than laptops and Internet access (West, 2013). In addition, more young people have phones than computers, which generates the opportunity to transform classroom instruction (West, 2013). Because the number of young people who have mobile devices with access to mobile networks is growing, K-12 educators should investigate their usage in the classroom.

One of the challenges facing mobile technology is connectivity. Mobile devices, at this point, cannot connect everywhere. Although mobile networks are growing, connectivity needs to be available wherever teachers and students are located in order for mobile learning to flourish (West, 2013). Since 68 percent of high school students access the Internet via a 3G/4G mobile device (Project Tomorrow, 2013), more networks are needed for access. Once teachers and students have the ability to access mobile networks at any time and at any place, mobile learning will become more effective.

Student Personal Access to Mobile Devices (Not School Provided)

ss

(Project Tomorrow, 2013)

 

Benefits of mobile learning impact society in two ways. First, as mentioned earlier, mobile learning is more cost-effective than learning via computers. Affordability makes it more feasible for mobile learning to grow. Second, students regularly use mobile technology in their personal lives (West, 2013). Since students routinely use mobile technology on a daily basis, it makes sense for teachers to utilize them in the classroom. A technology that is already being used that instructors can implement as a teaching tool will benefit students by generating interest in learning, which, in turn, will benefit society as a whole.

A major pitfall for teachers and administrators who want to implement mobile learning in the classroom is staffing. Schools that do not have adequate information technology personnel are not able to take advantage of recent growth in mobile networks (West, 2013). This creates a dilemma where teachers and students have a difficult time to connect, which nullifies the potential for mobile learning. School districts should structure their budgets to allocate more resources for information technology staffing. Doing so would allow students to link their devices and connect with each other.

Mobile learning has the potential to grow. Students were born in and grow up in the technology. It is up to decision makers and educators to transform the technology into the classroom. By allocating necessary resources, they can do just that.

 

Here is a list of blogs dedicated to mobile learning:

http://www.mobl21.com/blog/

http://www.mobilelearningedge.com/

http://www.mobileindustryreview.com/

https://gowithfloat.com/blog/

http://cellphonesinlearning.blogspot.com/

 

References

 

Project Tomorrow (2013 June). From chalkboard to tablets: The emergence of the K-12 digital learner. Retrieved from http://www.tomorrow.org

West, D. (2013 September). Mobile learning: Transforming education, engaging students, and improving outcomes. Center for Technology Innovation at Brookings. Retrieved from http://www.brookings.edu

 

 

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