EDAD 765 Lectured by Jesse UEAB 2008

Please Turn Off Your Cellphone!! Thank you! Lectured by Jesse UEAB 2008

Orientation and Assignments  Individual Information  Requirements  Participation  Name Tags Lectured by Jesse UEAB 2008

Jesse Austria Role Ph. D. TM, MTTE, BSIE-El, ABHPR Chairman, Department of Technology Professor Electronics, Education and Information Technology University of Eastern Africa, Baraton Lectured by Jesse UEAB 2008

Technology Change  Why Technology for leaders? Lectured by Jesse UEAB 2008

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. Lectured by Jesse UEAB 2008

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. Lectured by Jesse UEAB 2008

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. Lectured by Jesse UEAB 2008

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 Lectured by Jesse UEAB 2008

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 Lectured by Jesse UEAB 2008

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 UEAB 2008

Exploring Technology in Society Information Evolution We 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 Lectured by Jesse UEAB 2008

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. Lectured by Jesse UEAB 2008

 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 Lectured by Jesse UEAB 2008

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 Lectured by Jesse UEAB 2008

“Gone are the days when education is in the box” Lectured by Jesse UEAB 2008

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? Lectured by Jesse UEAB 2008

Why Use Technology?  Efficiency or accuracy  Performance  Speed  Real-time delivery of service Lectured by Jesse UEAB 2008

We Need Change… What do we do with Change? Lectured by Jesse UEAB 2008

Cook Change? Lectured by Jesse UEAB 2008

Garbage change? Lectured by Jesse UEAB 2008

Implement change? Implementation Lectured by Jesse UEAB 2008

Change Leadership Lectured by Jesse UEAB 2008

Theories of Leadership Lectured by Jesse UEAB 2008

Factors Affecting Style Lectured by Jesse UEAB 2008

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 2 The 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 3 The interaction between technological change (a rise in γ, or a rise in τ) and age has a negative impact on a worker's training Lectured by Jesse UEAB 2008

Proposition 1 Level on knowledge in technology Compare to Age Lectured by Jesse UEAB 2008

Proposition 2 Level of training in technology Compare to leadership Style Lectured by Jesse UEAB 2008

Proposition 3 technological change Compare to impact on workers training Lectured by Jesse UEAB 2008

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. Lectured by Jesse UEAB 2008

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. Lectured by Jesse UEAB 2008

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). Lectured by Jesse UEAB 2008

A shift in policy focus? Main results 1 Evidence of older workers’ relative disadvantage 2 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. Lectured by Jesse UEAB 2008

Are we Willing to Change? Lectured by Jesse UEAB 2008