1. TECHNOLOGY ASSESSMENT
CODE: BPT 3613
TECHNOLOGY ASSESSMENT
Ahmad bin Othman, PhD
20 April 2019
BPT3613

2. TOPICS TO BE COVERED TODAY (22/2/2011) Technology assessment process
Performance measurement tools
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3. By the end of this lesson, you should be able to:
Learning Outcomes:
By the end of this lesson, you should be able to:
Explain Technology assessment process
Understand Performance measurement tools
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4. A Bit of History about Technology Assessment
Began in USA during 1950s and 1960s
Why? US Congress demands for financial and other supports for technology innovations, for legislation controlling undesirable effects of technology
demands for control of technology – introduced technology policy
established Office of Technology Assessment (OTA) in 1972
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5. Understanding of Technology Assessment (TA)
What is Technology Assessment?
“A systematic attempt to foresee the consequences of introducing a particular technology in all spheres it is likely to interact with.” (Braun, 1998)
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6. Understanding of Technology Assessment (TA)
The essential meaning of TA is that making technological choices should be preceded by a thorough analysis of all the consequences the choice might have.
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7. Understanding of Technology Assessment (TA)
What is Technology Audit?
“Technology audit is an analysis performed to identify the strengths and weaknesses of the technological assets on an organisation. It aims to assess the firm’s position in technology in relation to its competitors and the state of the art.” (Tarek Khalil, 2000)
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8. S BASIC METHODOLOGY FOR TA FIRST ITEM Questions to answered
what is to be the topic?
the scope?
the time horizon? S
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9. T BASIC METHODOLOGY FOR TA SECOND ITEM Questions to answered
what is the technology we are
talking about?
how does it fit into the technological
system?
how is it likely to develop? T
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10. I BASIC METHODOLOGY FOR TA THIRD ITEM Questions to answered
What benefits can be expected from
the technology?
to whole will they acrue? I
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11. I BASIC METHODOLOGY FOR TA FOURTH ITEM Questions to answered
what dangers does the technology
harbour?
what ill-effects might it course? I
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12. P BASIC METHODOLOGY FOR TA FIFTH ITEM Questions to answered
what support of control might be needed for the technology?
what options are available for providing them? P
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13. Scope
Technology
Impact
Policy I S T P
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14. Understanding of Technology Assessment (TA)
TA teams – characteristics
Assessment can be carried out by small teams of expert assessors
aided by advice from experts in the relevant fields of knowledge
Attempt to be as objective and as truthful as possible
Collect a full range of available sources
provide a reasonable approximation to objectivity
must be free of fear
willing and able to say what they see as the truth
be an inquisitive independent mind and of a sceptical disposition
weighing up all evidence carefully to obtain a true balance.
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15. Understanding of Technology Assessment (TA)
Technology assessment process
Technology assessment involves iterative/repetitive cycles of planning, gathering data, and reporting.
It is best to plan the assessment at the same time that the technology introduction is being coordinated, so that you can take necessary steps such as collection of baseline data.
All program assessments follow a planning, gathering data and reporting results process consisting of the following nine steps:
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16. TECHNOLOGY ASSESSMENT PROCESS
Planning
TECHNOLOGY ASSESSMENT PROCESS
PLANNING
STEP 1
Describe the technology and context
Describe the technology to be used in terms of its function or purpose, expected effects, and resources needed.
interest and concern to legislations, political agenda (public support)
Q – what is to be the topic, the scope and the time horizon of the technology assessment to be undertaken? 
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17. Identify stakeholders and their needs
STEP 3
Determine the assessment purpose
Identifying a clear purpose helps determine how to conduct the assessment. Three general purposes for instructional assessments are to gain insight, change practices, and/or measure effects.
Gain Insight - to clarify how instructional activities should be designed to bring about expected changes.
Change Practice - to improve the quality, effectiveness, or efficiency of instructional technology.
Measure Effects – to examine the relationship between instructional technology, teaching and learning
STEP 2
Identify stakeholders and their needs
Stakeholders are the individuals and organizations involved in developing and supporting the technology, those served or affected by the technology, and the intended users of the assessment.  The needs of stakeholders generally reflect the central questions the stakeholders have about the technology.
Determining stakeholder needs helps to focus the assessment process so that the results are of the greatest utility. 
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18. Determine the assessment purpose
STEP 3
Determine the assessment purpose
Identifying a clear purpose helps determine how to conduct the assessment. Three general purposes for instructional assessments are to gain insight, change practices, and/or measure effects.
Gain Insight - to clarify how instructional activities should be designed to bring about expected changes.
Change Practice - to improve the quality, effectiveness, or efficiency of instructional technology.
Measure Effects – to examine the relationship between instructional technology, teaching and learning
STEP 3
Determine the assessment purpose
Identifying a clear purpose helps determine how to conduct the assessment. Three general purposes for instructional assessments are to gain insight, change practices, and/or measure effects.
Gain Insight - to clarify how instructional activities should be designed to bring about expected changes.
Change Practice - to improve the quality, effectiveness, or efficiency of instructional technology.
Measure Effects – to examine the relationship between instructional technology, teaching and learning
STEP 3
Determine the assessment purpose
Identifying a clear purpose helps determine how to conduct the assessment. Three general purposes for instructional assessments are to gain insight, change practices, and/or measure effects.
Gain Insight - to clarify how instructional activities should be designed to bring about expected changes.
Change Practice - to improve the quality, effectiveness, or efficiency of instructional technology.
Measure Effects – to examine the relationship between instructional technology, teaching and learning
STEP 3
Determine the assessment purpose
Identifying a clear purpose helps determine how to conduct the assessment. Three general purposes for instructional assessments are to gain insight, change practices, and/or measure effects.
Gain Insight - to clarify how instructional activities should be designed to bring about expected changes.
Change Practice - to improve the quality, effectiveness, or efficiency of instructional technology.
Measure Effects – to examine the relationship between instructional technology, teaching and learning
STEP 3
Determine the assessment purpose
Identifying a clear purpose helps determine how to conduct the assessment. Three general purposes for assessments are to gain insight, change practices, and/or measure effects.
Gain Insight - to clarify how technology should be designed to bring about expected changes.
Change Practice - to improve the quality, effectiveness, or efficiency of technology.
Measure Effects – to examine the relationship between technology and operation
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19. Identify intended uses
STEP 4
Identify intended uses
Intended uses are the specific ways assessment results will be applied. They are the underlying goals of the assessment and are linked to the central questions of the study.
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20. Create an assessment plan
STEP 5
Create an assessment plan
The assessment plan is a detailed description of how the assessment will be implemented that includes identification of the resources available for implementing the plan, what information is to be gathered, the research method(s) to be used, a description of the roles and responsibilities of the stakeholders, instructor and/or assessor and a timeline for accomplishing tasks. [more]
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21. GATHERING DATYA STEP 6 Gather data
Data gathering focuses on information acquisition that will convey a well-rounded picture of the technology Data gathering includes consideration about what indicators, data sources and methods to use, the quality and quantity of the information, human subject protections, and the context in which the data gathering occurs. [more]
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22. REPORTING RESULTS
STEP 7
Analyze data
Data analysis involves identifying patterns in the data, either by isolating important findings (analysis) or by combining sources of information to reach a larger understanding (synthesis), and making decisions about how to organize, classify, interrelate, compare, and display information.  These decisions are guided by the questions being asked, the types of data available, and input from stakeholders
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23. Make conclusions and recommendations
STEP 8
Make conclusions and recommendations
Conclusions are linked to the evidence gathered and judged against agreed-upon standards set by stakeholders. Recommendations are actions for consideration that are based on conclusions but go beyond simple judgments about efficacy or interpretation of the evidence gathered.
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24. STEP 9
Report results
Factors to consider when reporting results, or dissemination, include tailoring a report content for the audience, explaining the focus of the study and its limitations, and listing both the strengths and weaknesses of the technology.
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25. Performance measurement tools
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26. THANK YOU
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