Obsolete and Emerging Technology - Cloud Computing

Click to view video

Presentation Transcript

Slide 1: Introduction

Slide 2: Obsolete and Emerging Technology

Dr. Thornburg (2009) states that an emerging technology means different things to different people because it depends on the technological use of the tool in everyday practice. Therefore, the term “emerging” is relative to each community where the tool is being used. For this presentation, I will evaluate an obsolete and an emerging technology used in the workplace; concentrating on the storage and transfer of data.
Historically humans attempted to discover a better way to store data from storing scrolls in pottery, to current emerging technology where it is stored via cloud computing.

Slide 3:  Data storage

In the last few years, the idea of cloud computing has taken over individuals and organizations.The way we save and backup our files are changing, which is opening new doors to collaboration among professionals, students, and organizations. Our storage media has evolved from floppy disks, CDs, flash drives, external hard drives and other storage devices.

With the cloud, there is no need to carry all of the files and there is no threat of the loss of a storage media, which translates into lost work. Now, it all “sits” on a cloud in a centralized location, which can easily be retrieved with an Internet connection.

Even though some types of cloud computing are free or less expensive infrastructure operations and maintenance environment options for educational organizations, it is not yet a commonly supported tool and it is still considered an emerging technology by some.


Slide 4:  Data storage historical overview

Slide 5 What is Cloud Computing?

It consists of the delivery of application, infrastructure, and storage over the Internet based on client demand.

A cloud computing network can contain public, private, or hybrid clouds (a combination of both public and private).

Cloud computing can remove many of the limitations found in a conventional computing environment, such as: space, time, power, and cost.
Slide 6 : Cloud Computing

Cloud computing not only changes how we store and retrieve applications and files, but also how we communicate and share them with other members of our group, and how organizations restructure and modernize their IT infrastructure.



An example is Dropbox.com, a free website where users can save files on the cloud, and which also allows users to share particular files with others and to retrieve them from any mobile device.

Slide 7:  DropBox.com

Slide 8:  McLuhan's Laws of Media

By looking at tetrads, we can see that there is a connection between obsolete and emerging technology as the tool is in constant progression. 



Dr. Thornburg (2008) states: “The ‘new’ drives an older technology into obsolescence” (p.2); meaning that every emerging idea is constructed on a previous one. The retrieval part of the tetrad is an example of how even ancient tools set the stage for current technological ideas.



Each emerging technological advance is also dependent on additional factors and technological advances



Slide 9:  McLuhan’s Tetrad

McLuhan’s tetrad forces you to think about artifacts in a new way making you more aware of new technologies as they emerge” (Thornburg 2009).


Technology planning is an important factor for any IT personnel in any organization. McLuhan Tetrad is helpful with regards to looking at emerging and emerged technology from different perspectives, and asking questions such as is this technology beneficial to learners and how can it evolve.

• McLuhan's tetrad asks four questions that determine the technologies affect on the workplace and society. The four questions are:
• What does this technology enhance?
• What does it obsolete?
• What does it retrieve?
• What does it reverse?

Slide 10: Obsolete Technology Tetrad

Slide 11: Emerged Technology Tetrad

Slide 12:  Interview with IT Specialists and

Decision-Maker Mr. Asif Hussain, Kingsborough’s Chief Information Officer (CIO) Mr. Hussain has incorporated many technological changes and improvements at Kingsborough Community College, Brooklyn, NY. One of his initiatives was the integration of cloud computing

Slide 13:  Interview Transcript with Mr. Hussain

Slide 14:  Video Interview with Mr. Hussain

Slide 15:  Interview with IT Specialist Mr. Kwatei Jones-Quartey,  Kingsborough’s Senior Web Programmer

Slide 16:  Video Interview with Mr. Kwatei Jones-Quartey

Slide 17 : Interview Transcript with Mr. Kwatei Jones-Quartey

Interview Questions for IT Specialist Mr. Kwatei Jones-Quartey

• How many years have you been working at Kingsborough Community College?
• Are you a decision-maker, a user of the technology, or both in your department?
• What technological changes have you seen in your workplace with regards to how you store and transfer data?
• Have these transformations affected your work?
• Do you think it makes your work more efficient?

Slide 18:  Consent form

Slide 19:  Consent form

Slide 20: Six Forces That Drive Emerging Technology

• Evolutionary Technology (based on Moore’s Law)
  
  New ideas based on developed technology.
• Rhymes of History
  
  New technology which has emerged due to the impact felt many years before from another technology, or when a technology rekindles something from the past.
• Disruptive Technology
  
  One that does not create a new market, but changes the product.
  
  A new technology that disrupts existing technology and pushes it out
• Science Fiction
  
  Creative forces that expand and generate new creative technological ideas
• Increasing Returns
  
  One technology’s ability to capitalize on the popularity of other technological advances to rise and become popular.
• Red Queens
  
  Two technologies competing for the same market share where, in the process, all other competitors are left behind (Thornburg, 2008d, p.12).

Slide 21:  Six Forces That Drive Emerging Evolutionary Technology

Moore law- Trends in technologies in which the power of technology doubles  about every 12 months.



Moore’s laws are even more emphasized in current rapid technological evolvements. Not only  are technological tools becoming more powerful and less expensive, but some are even free due to the cloud computing and  just as powerful. 



The key principle of evolutionary technology is that technology is changing according to the social needs of society.



The current social technological need is for technology to be easily transported, less expensive, and more efficient. Therefore, it is possible to predict future trends if we look at societal evolution.



Slide 22:  Six Forces That Drive Emerging Evolutionary Technology Continue

The Internet was mainly developed by scientists because there was a need to share data with other scientists that were remotely located. Although researchers could use the ARPANET from 1969, it only became available to the public in 1991, which was one of the reasons for its rapid growth and development; it also opened doors to closed societies.



This also led to the expansion of other technologies, which rely on the Internet and which has affected how we connect, communicate, save, and transfer data; it has even changed how we teach and learn.



Social entrepreneurs are looking at social needs and of already existing tools. This allows this technology to continuously evolve.



Slide 23 : Six Forces: Evolutionary Technologies on Obsolete Data Storage and Transfer Technology

The evolutionary path where new technological ideas are a progression or a growth of previous ones (Thornburg, 2009).

External drives became obsolete because there is no need to back up files on drives with limited storage capacity and it eliminated the need to carry the drive with you.

Cloud computing allows for high capacity file storage, file sharing, and access from any device connected to the Internet.



Slide 24:  Six Forces: Evolutionary Technologies on Emerging Cloud Computing Storage Technology Dropbox.com

Dropbox.com is a Web-based file hosting service operated by Dropbox.com Inc. that uses cloud computing to enable users to store and share files for free (there are some paid services, with varying options).  The files can be retrieved from any location with an Internet connection, and it also uses mobile technology.
Slide 25:  Six Forces: Rhymes of History on Obsolete Data Storage and Transfer Technology

Dr. Thornburg similarly describes one of the forces that drives emerging technology as “Rhymes of History.” This term is used to define a new technology which has emerged due to the impact felt many years before from another technology, or when a technology rekindles something from the past.

We use the cloud computing to store, retrieve, and transmit data, in addition to communicating; and new technologies are continuously emerging.
Slide 26 : Six Forces: Rhymes of History on Obsolete Data Storage and Transfer Technology and Original Emerge

Rhymes of history have been continuously rekindled. Evidenced from the progression from oral communications, to storing data in pottery, to an external floppy disks, external drives and USB flash drives, to cloud computing communication and data transfer information.

These are  new ideas of how to save and communicate information which are built on old ideas: the need of portably storing information with easy transfer and retrieval.



Slide 27 : Six Forces: Rhymes of History on Obsolete Data Storage and Transfer Technology  and Original Emerge

• Limited storage space of external hard drives and the cost of maintenance of on-campus servers has created limitations.
• The expansion of the Internet and the availability of cloud computing has opened up new opportunities for students, faculty, and staff to save their data  and make it available to other.
• Learners now have the opportunity to have an open communicational channel with their educators.
• The rhymes of history have rekindled oral communication to current oral communications on Skype.
• From saving data using pottery, to current emerging technology where it is stored via cloud computing.

Slide 28: Six Forces: Rhymes of History on Obsolete Data Storage and Transfer Technology  and Original Emerge

Learners have constant access to information and educational material, and they can access applications from home.
This is unlike traditional access to data, which could only be done physically on campus.
Slide 29: Six Forces: Disruptive technology on Obsolete Technology’s Original Emerge

Dr. Thornberg (n.d.) states that technologies sprout quickly and disrupt existing technologies.

Christensen (2002) breaks down disruptive technology into two types: One that does not create a new market, but changes the product, and the other is a new technology that disrupts existing technology and pushes it out.
Slide 30: Six Forces: Disruptive technology on Obsolete Technology

Portable external drives were a disruptive technology because it was a new way to store files when compared to internal computer hard drives.

Slide 31: Six Forces: Disruptive Technology on Emerging Technology

A new technology with the same functionality of an existing technology, but which functions more efficiently is a disruptive technology.



As bandwidth becomes more available, more applications are emerging. Companies using cloud computing are offering free storage space to individuals.



Users can share cloud server space cooperatively, purchase applications, and share open and closed networks.

Slide 32: Six Forces: Science Fiction on Obsolete Technology’s Original Emergence

Science fiction technology, according to Thornburg (2009b), can prompt ideas that motivate inventors to make fictional technology reality.
Slide 33: Six Forces: Science Fiction on Obsolete Technology

Portable data storage and cloud computing has its beginnings in science fiction books and movies as virtual cyberspace.

An example is The Minority Report movie, Isaac Asimov and the Foundation series, and William Gibson short story, Burning Chrome.
Slide 34: Six Forces: Science Fiction on Emerging Technology

The storage of data is taken into cyberspace, where science fiction and reality becomes distorted as  people connect, save, and manage data on a “cloud.”

Slide 35: Six Forces: Increasing Returns on Obsolete Technology’s Original Emergence

Thornburg(2009) defines “Increasing Returns” as two technologies competing for the same market share. One of these technologies is adapted and  seizes the market, even when the other has better technology (p.12).
Slide 36: Six Forces: Increasing Returns on Obsolete Technology

Companies such as Google and Microsoft Windows Live compete for space on the cloud.

Free options are taking over as options for personal users become available such as Dropbox.com which is used for data storage and makes obsolete the use of external drives and the need to carry them around.
Slide 37: Six Forces: Increasing Returns on Emerging Technology

There continues to be competition as to who will dominate cloud computing.

Google and Microsoft are using two different technologies. There is no need to download and install Google, unlike Microsoft ‘s products. Google is using “pure” clouding computing, where all of the documents and applications are only on the cloud; whereas Microsoft  still uses traditional desktop applications  in order to create and manage the data.

Microsoft  has signed a long contract with CUNY colleges  (25 colleges) and continues to dominate in its existing market share.
Slide 38: Six Forces: Increasing Returns on Emerging Technology

Image of Window Life and DropBox.com

Slide 39: Six Forces: Red Queens on Obsolete Technology’s Original Emergence

Thornburg(2008) defines a Red Queen as two technologies competing for the same market share (p.12).

Slide 40: Six Forces: Red Queens on Obsolete Technology

The Upstartle  Company  used  “Writely” (Web-based word processor, spreadsheet, presentation, form, and data storage service ) and was  one of the first companies to have users use it’s web-based word processors and save the files on its  servers.



However,  Google, by building upon Writely’s idea and incorporating its  own already developed product of Google Spreadsheets, created Google Doc. In 2006, Google bought Upstartle  (http://www.cbronline.com/blogs/technology/writely_or_wron). 



Slide 41: Six Forces: Red Queens on Emerging Technology

Chris Anderson (2004) notes that new technologies were able to capitalize on the  popularity of other technological advances to rise and become popular.

By offering free online services for storing, sharing, and creating documents, Google has also become a Red Queen for Microsoft who dominated the market for doc. software which is installed on computer hard drives.
Slide 42: Future of Cloud Computing

The file sharing and synchronization service provider Dropbox announced on  Jan 20, 2010  that it has passed the 4,000,000 user milestone.

Dropbox was founded in 2007.

http://techcrunch.com/2010/01/20/dropbox-4-million-user/.

While Dropbox functions as a storage service, it focuses on synchronization and sharing. Dropbox uses Amazon's S3 storage system to store the files. To succeed and grow in the market, companies will continue to share resources  and marketing in order to stay ahead of other competitors.
Slide 43: Future of Cloud Computing

As more companies begin to offer services on the cloud, the cloud’s applications and services will continue to grow and improve.  Businesses and private users will reduce and eliminate the need to purchase  and maintain software's  and hardware. Furthermore, more real time communication and collaboration  would be available 24/7 .



According to the research by the Pew Research Center, by 2020, most people will access software applications online and  share and access information through the use of remote server networks, rather than depending primarily on tools and information housed on their individual, personal computers (http://pewresearch.org/pubs/1623/future-cloud-computing-technology).

Slide 44: Reference

Anderson, C. (2004). Tech’s long tail [Video]. Retrieved from  http://www.ted.com/index.php/talks/chris_anderson_of_wired_on_tech_s_long_tail.html

Christensen, C. (2002). The innovation economy: How technology is transforming existing industries and creating new ones [Video]. Retrieved from h t t p : / / pewresearch.org/pubs/1623/futurecloud-computing-technology-experts

Friedman, N. (2009). The high cost of computers? U.S. Naval Institute Proceedings, 135(3), 90−91.

Kelly, K. (2007, December). The next 5,000 days of the web [speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Linden Labs http://wiki.secondlife.com/wiki/Second_Life_Education

Pew Internet & American Life Project. (2010, June 11). The future of cloud computing. Retrieved from http://pewresearch.org/pubs/1623/future-cloud-computing-technology-experts

Soloway, E. (Producer). (nd). Emerging vs. emerged technologies [Audio Podcast]. Laureate Education, Inc.

Soloway, E. (Producer). (nd). Resilience and Risk Taking in Educational Technology [Audio Podcast]. Laureate Education, Inc.
Slide 45: Reference Continue

Thornburg, D. (2008). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration.

Thornburg, D. D. (2008a). Emerging technologies and McLuhan's Laws of Media. Lake

Thornburg, D. (2008b). An amazingly incomplete emerging technologies bibliography. Lake Barrington, IL: Thornburg Center for Space Exploration.

Thornburg, D. (Producer). (nd). Evolutionary Technologies. [Video Podcast]. Laureate Education, Inc.

Thornburg, D. (Producer). (nd). Six forces that drive emerging technology. [Video Podcast]. Laureate Education, Inc.

Thornburg, D. (2009). When is a Technology Emergent?. Retrieved from http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730077/when_is_a_technology_emergent.pdf

Thornburg, D. (Producer). (nd). McLuhan Tetrad. [Video Podcast]. Laureate Education, Inc.

Thornburg, D. (Producer). (nd). Rhymes of history. [Video Podcast]. Laureate Education, Inc.

Thornburg, D. (Producer). (nd). Six forces that drive emerging technology. [Video Podcast]. Laureate Education, Inc.

Thornburg, D. (Producer). (nd). What is emerging technology? [Video Podcast]. Laureate Education, Inc.

Thornburg, D. (Producer). (nd). Disruptive Technology. [Video Podcast]. Laureate Education, Inc.

Addressing the Digital Divide

Although, we all discuss the importance and the positive effects of educational technology on learners, it is easy to overlook the schools and the learners who are still struggling with some technology that many of us may consider obsolete. We don’t have to look at impoverished countries to see the level of the digital divide; we can even find it here, at home in major cities in the U.S. The technological divide is not only present among American schools, but also as to how our students are rated when compared to other countries. The goal of education is to have our students compete not only in the local job market, but also globally.

A group of leading educational organizations around the world are collaborating as part of the Global Learning Consortium to construct an outline of Digital Learning Services Standards to conform to new standards of educational technological tools. Currently, Florida Virtual School and the New York City Department of Education are supporting this framework (http://www.imsglobal.org/). This can help in generating some technological standards, which can affect how technological tools are distributed in schools and incorporated successfully as part of a learning environment.

For my multimedia presentation, I looked at cloud computing, where some of the tools are almost free or free. However, as Dr. Soloway noticed, the problem of open source technology is that many schools don’t have the infrastructure to support these technologies. Surprisingly, many times it will be a teacher considered to be “knowledgeable in computers,” or some other volunteer. The blame will be on the technology rather than on the insufficient time and knowledge to maintain it.

The BBC (17 January 2011) published an article regarding a UK government scheme to promote million of users in the UK to use the Internet, by offering free support through centers, selling cheap computers, offering IT training, and even promoting a computer recycling scheme. The article states that, according to a research, “going online can save people around £560 a year and that thousands of jobs are offered exclusively online” (http://www.bbc.co.uk/news/technology-12205412). However, what will happen when the finances for this initiative run out? Many new users will have technology they cannot use, and will return to the main problem of how to continuously support the infrastructure. This reminds me of another government program, the cash for clunkers car-buying stimulus bill, where there was a divide between who can afford a new car and who cannot!
According to Pew research, there are more users of cell phones than desktops. Therefore, Dr. Soloway suggests incorporating smart-phones as an educational tool, which can be the most feasible solution to incorporating technology.

(http://pewinternet.org/Reports/2011/Generations-and-gadgets.aspx)

According to the graph and chart, smart phones and hand-held devices will send desktop PCs to the obsolete area on the McLuhan's Tetrad and they will be the better option for providing a connection through the Internet. Furthermore, by incorporating into the classrooms, it can be seen as a breaker of the “have and have-not” technological tools.

A good example of how mobile technology is opening social networks for education is observed in an article published by Erin Conway-Smith (July 22, 2010). “Teaching with Cell Phones” in South Africa shows an impoverished neighborhood where students can connect through the Internet to any math volunteer tutor locally or globally. The article “Cell phone learning”, states that it uses the students’ own technology, which is always at hand. According to Vosloo’s research, among urban youth, 90 percent have access to cell phones and around 70 percent of those are GPRS-enabled phones, which are preferred for mobile learning”
(http://www.globalpost.com/dispatch/education/100720/south-africa-teaching-cell-phones).


Reference:

Soloway, E. (n.d.) The digital divide: leveling the playing field [Podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730077/EDUC_8848_PK_Transcript.pdf

Thornburg, D. (2009). Diversity and Globalism. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5828341&ClientNodeID=984645&coursenav=1&bhcp=1

Red Queens and Increasing Returns

Thornburg (2008) defines a Red Queen as two technologies competing for the same market share where in the process all other competitors are left behind (p.12).

Two years ago, when I had to review movies for my undergraduate media class, I had to go to a movie rental store, now I just watch the selected movie digitally on my computer using Netflix. In "Tech’s Long Tail," Chris Anderson (2004) notes that new technologies such as Netflix were able to capitalize on the popularity of other technological advances to rise and become popular. Netflix is the Red Queen in the movie rental business, because it used an existing rental market, and was able to understand the when and where the technology was heading. The development of DVDs popularized the home movie theater and because of the DVD size, it was easy to mail, which made Netflix the Red Queen. Currently, many movies can be streamed directly to TVs or computers from Netflix, which will eventually most likely be transferred to an online streaming option which will lessen the cost of mailing. However, this will occur according to what the agreement between Netflix and the move companies will be. Currently, since movies' large profit margin is in DVD sales, Netflix has agreed not to rent new movies for 28 days.

Netflix continues to be the Red Queen in the movie renting business as it surpasses its competitors and adds new features. The latest one is the ability to add, with no additional cost for its members, Netflix' Apps for iPhone and iPod touch which would allow members to stream movies (http://wn.com/News_Update_Netflix's_App_For_iPhone_Now_Allows_Video_To_Stream_To_TV). Netflix is currently partnered with Amazon and both companies have increased their business, by also adding the ability to purchase new releases online, using Amazon's cloud computing (http://www.techflash.com/seattle/2010/05/netflix_on_amazon_cloud.html).

On McLuhan’s tetrad, DVDs are currently on the Enhance tetrad and the video-on-demand option is currently in the Reverses tetrad. However, as Netflix continues to move to other clouds (Amazon, with option to purchase new releases), in the near future, the tetrads will shift and video-on-demand will shift to enhance the tetrad as DVDs will move to Obsolete tetrads and as their will not be a need to leave the house to purchase and view a movie.

Reference:

Anderson, C. (2004). Tech’s long tail [Video]. Retrieved from http://www.ted.com/index.php/talks/chris_anderson_of_wired_on_tech_s_long_tail.html
Becker, J. (2010, November 22). The official Netflix blog [Web log message]. Retrieved from http://blog.netflix.com/2010/11/new-plan-for-watching-instantly-plus.html

Thornburg, D. (2008). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration. 

The Disruptive Power of Second Life

Every time an attention-grabbing new technology emerges on the market, which has useful and fascinating features, it has an ability to modify pedagogy. These technologies not only change how instructional material is being conveyed, but they also affect how educational institutions do their business, in addition to impacting the curriculum and instructions.

In the video, “Disruptive Technology,” Dr. Thornberg (n.d.) states that technologies sprout quickly and disrupt existing technologies. Christensen (2002) says that an opportunity is generated for innovators to create Disruptive Technology when they seize technological territory that the leaders of existing technologies don’t want. Christensen (2002) uses the example of mini-computers and how they became the disruptive technology; specifically, where Hewlett-Packard got disrupted by Sun, and Sun by Compaq, and Compaq by Dell.

Christensen (2002) breaks down disruptive technology into two types: One that does not create a new market, but changes the product, and the second is a new technology that disrupts existing technology and pushes it out. Amazon Kindle is a good example of a disrupting technology that first took over the market of e-book readers, and popularized the e-readers. As bandwidth becomes more available, more applications are emerging. The price of Kindle DX Graphite (3rd Gen) reader is down which also is more affordable to target customers who could not afford it before. Furthermore, the product is better than its original 1st generation design which was released in 2007.

Another example of disruptive technology that is also effects educational instructions and has social implications is The Second Life Education (http://wiki.secondlife.com/wiki/Second_Life_Education).

There is a difference between the web and virtual worlds. When using virtual worlds, the users can create and incorporate Avatars that represents themselves as in real life, or they can create a character with a different identity.  Furthermore, they can be a part of a group or create their own worlds. Rosedale (2008) compares the idea of Second Life to small transistors, which when they came out, created a new set of customers, specifically teenagers who could listen to music of their choice privately.

Second Life has many registered users and many of them are learners. As a result, some businesses are taking advantage of this market and are trying to target younger customers. An example is an online company that teaches English which incorporates Second Life (http://www.languagelab.com/). These virtual world trends are incorporated by institutions, which incorporate lecture rooms and meeting halls. Scotland’s University uses Second Life http://edudirectory.secondlife.com/listing/show/listing_id/128  to generate another way for learners to participate and generate learning.

Since Second Life has decided to raise its prices for educators and has also closed its teen-only networks, a migration has started by educators from Second Life to OpenSims.

OpenSims is a disruptive technology which uses a previously created program called “Alice in Wonderland;” an open-source technology. It offers virtual environments similar to Second Life (http://thejournal.com/articles/2011/01/11/next-stop-open-sim.aspx). “However, OpenSimulator is neither a clone of Second Life's server nor does it aim at becoming such a clone” (http://opensimulator.org/wiki/Main_Page).

These disrupting technologies are continuously transforming educational tools.

References:

Christensen, C. (2002). The innovation economy: How technology is transforming existing industries and creating new ones [Video]. Retrieved from http://mitworld.mit.edu/video/108.

Rosedale, P. (2008). Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html

Linden Labs http://wiki.secondlife.com/wiki/Second_Life_Education

Thornburg, D. (Producer). (nd). Disruptive Technology. [Video Podcast]. Laureate Education, Inc.

Rhymes of History

Mark Twain says that history doesn't repeat itself, but it does rhyme. 

Dr. Thornburg similarly describes one of the forces that drive emerging technology as “Rhymes of history,” which is a term he uses to define new technology which has emerged due to the impact felt many years before from another technology, or when a technology rekindles something from the past.

In Kevin Kelly’s speech, "The Next 5,000 Days of the Web," he discusses the impact the web has on society and states that: “We will increasingly be dependent on the Internet and it will increasingly be dependent on us.” We already depend on many technological aspects of the Internet, such as using different mobile technologies, connecting with each other, and even communication with banks, schools, and government offices. We use the cloud computing to store, retrieve, and transmit data, in addition to communicating; and new technologies are continuously emerging.

In tune with Kelly’s concepts of embodiment, restructuring, and codependency, we can look at the development of Skype as part of a “rhymes of history.” Video phones have always been a part of collective imagination which can be seen from their use in the Jetson cartoons, and the James Bond and Star Trek movies. In earlier times, drawings of future princes and princesses were carried by messengers to arrange marriages around continents; we always wanted to see the person with whom we are communicating. From the idea of the Telephonoscope, came personal video phones and Skype, where users can transmit live images. Videophones were mostly developed due to broadband Internet technology. As cloud technology advances, Kelly states that the Internet will become more personalized, where we will all have a global profile that will be our identification on the Internet, which means that we and others could connect and “see” us.

 










CNN Tech (March 2, 2010) ran an interesting article on high-speed Internet, television and Skype and whether it could be combined to create a videophone TV: “Skype on TV: Will the videophone finally be reality?” (http://www.cnn.com/2010/TECH/03/02/skype.on.tv.videophone/index.html)

The latest article on CNN Tech (January 4, 2011) “5 gadget trends to watch at CES” (Consumer Electronics Show) showcase technological tools whose meteoric technological advances were possible due to the development of the Internet and cloud computing.  http://www.cnn.com/2011/TECH/gaming.gadgets/01/04/ces.expected.trends/index.html?hpt=C2

Reference:

Friedman, N. (2009). The high cost of computers? U.S. Naval Institute Proceedings, 135(3), 90−91.

Kelly, K. (2007, December). The next 5,000 days of the web [speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/index.php/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Pew Internet & American Life Project. (2010, June 11). The future of cloud computing. Retrieved from http://pewresearch.org/pubs/1623/future-cloud-computing-technology-experts

Thornburg, D. (Producer). (nd). Rhymes of history. [Video Podcast]. Laureate Education, Inc.

Thornburg, D. (Producer). (nd). Six forces that drive emerging technology. [Video Podcast]. Laureate Education, Inc.

Module 2 - Emerging Technologies Tetrad

If few years ago, blogs were only viewed as a journal on a cloud, now they are offering the option of rich site summary (RSS) feeds where readers can receive immediate feedback if there is a new post.  However, blog features are still carrying over many technical features of an email.  As cloud computing continues to expand, many features of blogging will start to change as well in order to accommodate new users.

An article in the New York Times  E-Mail Gets an Instant Makeover (http://www.nytimes.com/2010/12/21/technology/21email.html?_r=2 ) states that teenagers are preferring a faster and immediate response to their messages, which is lacking on Blogs. Therefore, I think Twitter is the cluster and chain to Blogs and WordPress, where users can post “on the go,” although, they can only post up to 140 characters. The chain is formed because the Twitters might eventually completely replace Blogs in the near future and it does bring to mind journal writing. As a cluster, Twitter shares the same laws with Blogs.

Reference:

Elon University/Pew Internet Project. (n.d.). Imagining the Internet: A history and forecast: Back 150 timeline. Retrieved July 22, 2009, from http://www.elon.edu/e-web/predictions/back150years.pdf

Pew Internet & American Life Project. (2010, June 11). The future of cloud computing. Retrieved from http://pewresearch.org/pubs/1623/future-cloud-computing-technology-experts

Thornburg, D. D. (2008b). Emerging technologies and McLuhan's Laws of Media. Lake Barrington, IL: Thornburg Center for Space Exploration.

Emerging and Future Technologies

SITTING ON A CLOUD

In the last few years, the idea of cloud computing has taken over individuals and organizations.

The way we save and backup our files is changing which is opening new doors to collaboration among professionals, students, and organizations. Our storage media has evolved from floppy disks, CDs, flash drives, external hard drives and other storage devices. With the cloud, there is no need to carry all of the files with the threat of the loss of a storage media which translates into lost work. Now, it all “sits” on a cloud in a centralized location which can easily be retrieved with an Internet connection. Cloud computing not only changes how we store and retrieve applications and files, but also how we communicate and share them with other members of our group, and how organizations restructure and modernize their IT infrastructure. An example is Dropbox.com, a free option to save files on the cloud and which also allows users to share particular files with others.
Furthermore, according to a report by Gartner: “By 2016, all Global 2000 companies will use public cloud services” (http://www.gartner.com/it/page.jsp?id=1465614). In cloud computing, there is also a cost advantage for organizations and for individual use. It is more cost effective to use cloud services than purchasing and maintaining additional computer processors and constructing large data centers on college campuses. Using the cloud helps with regards to short and long term projects that demand additional computer requirements and software applications. Also, learners do not have to rely on computer labs and to purchase expensive applications for particular classes, but instead, users have access on-demand to data.
Furthermore, cloud computing creates a real opportunity for collaboration among learners and administration within a classroom, campus, or even globally without any delay where they can share ideas, work on projects, and research in addition to minimizing additional operation costs.
However, one of the main concerns of using cloud computing is the security of the data and the continuation of the services. There are always cyber attacks occurring and it is important for the users to be aware of all the pitfalls of cloud computing. However, there is an increased danger of misplacing and losing USB drives which is more common, rather than incurring a cyber attack! Another issue is if there is no Internet connection, you cannot retrieve your document, although cell phones are creating another way to go around that problem.

The use of cloud computing in education should eliminate students’ need to carry homework assignment and projects on USB drives or in the form of papers. Educators will have the option to view students’ assignments online and post their assignments there as well. This will also help parents to have a better handle of what is covered in class and the students’ progress.

In order for the saving and retrieving of files from the cloud to be successful, educators have to be active participants in it! Rogers (2003) states that how the emerging idea is communicated can affect the rate of adaptation of the new technology (p.222); meaning, if the idea comes from the organization itself, this factor can influence its acceptance by the parties (p.356). According to Gardner 2010 forecast report of strategic planning assumptions (http://www.1105info.com/t.do?id=6589564:17617519): “by 2013, 75% of higher education institutions will incorporate social software in distance learning.” In this case, educators will be less hesitant to implement new technology, especially because there would be no need to purchase additional technology by the schools.
Therefore, I believe that social network integration in the classrooms will increase over time. http://www.dropbox.com/ and other similar options of a cloud computing, where learners can save their information on a cloud and share files with peers and educators, will be incorporated as part of a class curriculum and will help eliminate the carrying of school work in terms of paper and external files for students.
The question is what would make this technology even better. It can improve only if it will be used in education, as new ideas are generated by educators, it will continue to improve the product.

Reference:
Rogers, E. (2003). Diffusion of innovations. New York: Free Press.

Thornburg, D. (2009). Current trends in educational technology. Retrieved from http://sylvan.live.ecollege.com/ec/Courses/14936/crs-wueduc8812-3526271/when_is_a_technology_emergent.pdf


http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/CollaborationinHigherEducation/199373

http://www.educause.edu/EDUCAUSE%2BQuarterly/EDUCAUSEQuarterlyMagazineVolum/CloudComputing/213724

Keller's ARCS Model

We all want new technological tools to be used to enhance productivity and promote creativity at work and school. However, the tools themselves cannot do the job; students, employees, pedagogues have to be motivated to use these tools properly. Motivation is a main aspect to achieving a successful outcome at school and or work.  The best teaching methods will not succeed if the student is not motivated to learn, but if his only goal is to pass the test, and at work, the unmotivated employee will only do the job required without putting any additional thought into projects.
Keller’s ARCS model points out important points such as the need to grab a student’s attention, to develop relevance to matters with which the student is familiar, to help students build confidence through encouragement and setting attainable goals during the learning process. Moreover, satisfaction is achieved through positive feedback and rewards for students and employees.
An example is my class where students are currently working through the service learning program on developing a website for one of the local chapters for the TSA organization.  To achieve the desired outcome, students have to be wholly motivated and understand the importance of the project.  Following Keller's ARCS Model helps in generating interest by the students which inspires motivation.  For attention, curiosity was stimulated toward the project. Students work collaboratively and build on each other's strengths. Moreover, through brainstorming and generating ideas, their confidence in their abilities grow. Students understand the relevance of the project to their professional development. The project is relevant because the students build on their previous knowledge, use creativity, learn through researching and developing new skills which they share in their groups and outside their group with other class members. As the semester is coming to conclusion, so is the project. The confidence has been developed in the students through the project because they controlled the process and the final outcome is result of their work.  I know that students are motivated, because at the end of the each class, they continue to work and do not run out.

Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Keller, J. M. (2006, June 20). Motivation Design. Retrieved January 26, 2010, from : http://www.arcsmodel.com/home.htm

Connectivism

Through the use of social networks, my learning is not limited to one location or one group of people. Due to social networks, my circle from where my knowledge is generated has expanded. I learn not only from my close circle of co-workers or friends, but also from people I have never met, but with whom I share a common professional interest. We exchange knowledge through listserv or through other social networks such as YouTube and blogs. The exchange of innovative thinking is made easier through social networks since new ideas can be easily debated and discussed without any particular limitations or boundaries such as time and location.
Their is no one particular tool which has facilitated learning more than any other as I find the web to be is a vast resource of information. There are several options as to where to find immediate answers or to look for information as to where the best answers are. The first is to post the question on one of the social networks where there is an interest of the same topic and usually an instantaneous response will be generated. Another option is to use Open University such as http://oyc.yale.edu/; I don’t have to be enrolled in a particular class to listen to a lecture if I have a particular interest on a topic and wish to expand my knowledge.

Educause Learning Initiative Annual Meeting 2008

Collaboration

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia? How can technology facilitate collaboration among learners based on constructivist principles?

I believe that as humans we have a basic instinct to “interact and work as a group.” There are many examples throughout history, especially in the development of technological tools. A recent example is the development of Google's new “Wave” tool. Developed by group of people at Google, it encompasses the instantaneous of an Instant message chat and an email and can work as a motivating collaborative tool. Most computer games and softwares have all been developed by a combined effort of a group utilizing individual skills. We even create study groups in college to facilitate learning.
In his speech on collaboration, Howard Rheingold emphasizes important points, his first presumed cliché statement is that we “succeed by destroying and dominating competition.” However, he continues saying that we also succeed through collaborative effort and when we all work in concert. For example, large corporations merge for the purpose to extend and produce better products, rather than working against each other because it is in their mutual self interest. Another good example introduced by Rheingold is the Open Source products, such as Linux, Mozilla, Apache, Wikipedia, and the free Open University lectures posted by Berkley University and Yale. These free available resources are popular because they are good products in view of the fact that each programmer contributes his knowledge continuously improving these products.
Technology plays an important factor in education and Web2.0, and especially accolade constructivist principles. With Web1.0, the information was only communicated through technology to the public, with Web 2.0 it has became a discourse through the use of social networks. Web2.0 encourages dialog with teachers and with peers, asks questions and nurture a learner’s curiosity. Through the use of technology, it is important to let students analyze, create, classify and accept a learner’s independence and initiative.

Reference:
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Cognitivism as a Learning Theory

Bill Kerr questions learning theories on his Blog, and especially asks how can we choose from all of the learning theories? We should cherry-pick different useful ideas out of the various theories according to what and who we are educating. Theories do evolve and interlace; the behaviorist aspects can even be observed through games associated with cognitive and constructivist theories. A game’s intent depends on understanding the motivation verses the reaction behavior of the player. An example is a player’s decisions in the game which are proportional to the rewards gained. Games teach behavior by reinforcing positive rewards. George Siemens underlines this on his website: “Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge.”
My goal is to enhance knowledge through understanding and interest rather than pure memorization. I would like my students to be able to learn how to construct knowledge independently and be able to place it in context. To achieve this goal, I evaluate the outcomes through assessing the learning progression of the students and by evaluating the students’ interest through their engagement in the class. Some projects are done individually and some are done as part of a collaborative effort to simulate the working environment outside of the classroom. I provide the guidance on how to use and assess the needed tools and take on the role of an adviser and guide for the students to achieve the optimum results. Since each student comes to the class with a varied knowledge base, through individualized and collaborative projects, they construct and enhance individual knowledge skills.
The information technology age and especially the advancement of mobile devices have changed the working environment. Neither the employee nor the students are confined to a particular location or time to work or study. Due to the ubiquitous and mobile nature of technology, work and school have become “anytime and everywhere.” With that, the expectations of the employee have changed. The employee is required to have cognitive skills, be problem solvers and able to work in a collaborative and dynamic communication driven environment. Therefore, Karl Kapp is correct to state on his blog: “We need to take pieces from each school of thought and apply it effectively.”

Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought. Retrieved December 23, 2009, from : http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007, January 1). Retrieved December 23, 2009, from : http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2004, December 12). A Learning Theory for the Digital Age. Retrieved December 23, 2009, from : http://www.elearnspace.org/Articles/connectivism.htm

Learning Theory and Educational Technology

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

As I read Siemens (2008) “metaphors of educators,” the metaphor that especially grabbed my attention was “educator as curator” and “educator concierge,” by Curtis Bong. The reason is because although the information on the web is available online, it is fragmented, unlike a textbook where the information is collected in an organized manner. In online education, an instructor can bring together resources for the student in order to have an effective learning and teaching environment. The resources can be posted in a class “library” as a suggestion. It is the instructor’s responsibility to be present as an expert or a “curator” who presents a “map” by providing clear instructions and enhancing the education of the student by navigating the student to new resources or learning devises that the student might not be aware of (p.16). In order to do so, an effective instructor has to create opportunities for the learner to express his standpoint in a more engaging form, thereby allowing him to reflect on the reading and to emphasize his point-of-view. I compare Siemens’ (2008) metaphor to my own instructions in the classroom. At the end of the eBusiness Technology class, students have to create a fictitious eBusiness. Throughout the semester, I provide them with tools in-class and online, but the students are the ones who generate new ideas and approaches and thus build upon acquired knowledge. When a student is an active participant, I believe there is also a better understanding of a subject.


References
Siemens, G. (2008, January 27). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved December 7, 2009, from Presented to ITFORUM for Discussion: http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Cyber-Language in Education

Final Video Project Posted on YouTube


Annotated Bibliography
Baron, N. (2005). Instant Messaging and the Future of Language. Communications of the ACM, 48(7), 29-31. Retrieved from Academic Search Complete database.
In collaboration with her students, Baron (2005) conducted exploratory research at the American University in Washington D.C on the use of Instant Messages (IM) by students which spans over three years. The purpose of the research is to explore the question whether computer-mediated-communication (CMC) degrades the language. Baron states that viewing CMC as either good or bad is twofold. Online communication reflects on gender, age, educational level, cultural background, personality and experience with CMC platforms or the purpose of use. Furthermore, Baron writes that adolescents have long been a source of linguistic and behavioral novelty. They often use language to express group identity. However, Baron’s research concludes that the use of IMs is unlike to play a role in altering writing standards unless parents and educators allow it to happen.

Derk, D., Bos, A., & von Grumbkow, J. (2008). Emoticons in Computer-Mediated Communication: Social Motives and Social Context. CyberPsychology & Behavior, 11(1), 99-101. doi:10.1089/cpb.2007.9926.
The study examined the social motives for emoticon use and other aspects that might influence emoticon use in computer-mediated-communication (CMC). The participants were subscribers of Psychology Magazine Web site in the Netherlands. This group consisted of 789 women and 136 men for a total 925 participants who filled out the questions handling the background variables. The questionnaire focused on motives for emoticon use. The emoticons used were big smile, smile, sad, wink, confused, and cry. Through statistical analyses, the study demonstrates that people use more emoticons in communicating with friends than in communicating with strangers. Furthermore, more emoticons are used in positive contexts than in negative contexts. Emoticons are mostly used for the expression of emotion, for strengthening the verbal part of a message, and for expressing humor. These purposes correlate with the functions of nonverbal emotional expression in face-to-face communication. The study only concentrated on the senders’ perspective and not the receiver.

Fox, A., Rosen, J., & Crawford, M. (2009). Distractions, Distractions: Does Instant Messaging Affect College Students' Performance on a Concurrent Reading Comprehension Task? CyberPsychology & Behavior, 12(1), 51-53. doi:10.1089/cpb.2008.0107.
The research purpose is to investigate whether the use of Instant Messages (IM) affects cognition in student’s performances when used simultaneously while studying. The study sprouts from other qualitative studies which investigated the effects of media on cognition during study and work time. Sixty-nine undergraduate students participated for course credit in an introductory psychology course using AOL Instant Messenger (AIM). Researchers tested their reading comprehension in order to test recognition memory and a survey of computer and web use and attitudes were also evaluated. Overall, the authors concluded that their results were inconsistent with prior research indicating: “that interaction negatively affects task performance;” however IM usage did affect negatively performances on reading comprehension.

Lee, C. (2007). Affordances and Text-Making Practices in Online Instant Messaging. Written Communication, 24(3), 223-249. doi:10.1177/0741088307303215.
The purpose of the qualitative study conducted by Lee (2007) is to examine the factors that influence “text-making practices” in IM within a social theory of literacy. In addition, the study seeks to understand the changing nature of practices through analyzing IM texts and people’s perceptions associated with these texts. The data was collected over a 2-year period and is based on a study that examines the everyday uses of IM by conducting qualitative and semi-structured interviews, including observations, logbook keeping, face-to-face and online interviews. The sample group consisted of 19 participants, all located in Hong Kong, who shared similar linguistic backgrounds and were aged 20-28 years. Lee’s (2007) study concluded that the participants’ familiarity with their linguistic resources and typing speed justified their choice of language use in IM (English or Cantonese). Moreover, Lee (2007) states that environmental factors impact people’s decision what to do and how to act within an IM.

Lo, S. (2008). The Nonverbal Communication Functions of Emoticons in Computer-Mediated Communication. CyberPsychology & Behavior, 11(5), 595-597. doi:10.1089/cpb.2007.0132.
Lo’s (2008) research examined the use of emoticons as a communication tool in computer-mediated communication (CMC) where nonverbal cues are lacking. The purpose of the study was to verify whether emoticons possess nonverbal cue functions based on the definitions of nonverbal communication (emotion, attitude, and attention). The methodology used simulated three scenarios and evaluated 137 instant message service (IMS) users who were randomly assigned into one of three scenarios. The experiment adopted a widely uses IMS software as a background. Lo’s (2008) research concludes that without emoticons, most people cannot recognize correct emotions, attitude, or intent as they are lacking the visual cues in CMC. These results prove that emoticons perform nonverbal communication functions.

Maness, J. (2008). A Linguistic Analysis of Chat Reference Conversations with 18-24 Year-Old College Students. Journal of Academic Librarianship, 34(1), 31-38. Retrieved from Academic Search Complete database.
Maness’ (2008) research analyzed and compared Instant Messaging (IM) conversations held among students and among students talking to librarians using IM. The data was collected from two sources. The first source relied on the research done by Baron in 2004 that reported the findings of a study of 23 undergraduate students’ IM conversations at American University. The second source was chat reference conversations provided by AskColorado, a state-wide multi-type library collaborative service administered through the Colorado State Library using a survey and by a study. It analyzed 31 chat reference conversations by tabulating the number of words written by patron and librarians. Maness (2008) concluded that the chat reference conversation is more formal than the student-to student IM conversation. It appears that the librarians were writing, but the patrons were “speaking.” However, Maness (2008) concludes that the use of emoticons, abbreviations, acronyms, and other nonverbal compensations was infrequent when used with librarians and that student’s linguistic style changes according to the social setting.

References
Baron, N. (2005). Instant Messaging and the Future of Language. Communications of the ACM, 48(7), 29-31.

Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge U P.

Derk, D., Bos, A., & von Grumbkow, J. (2008). Emoticons in Computer-Mediated Communication: Social Motives and Social Context. CyberPsychology & Behavior, 11(1), 99-101. doi:10.1089/cpb.2007.9926.

Fox, A., Rosen, J., & Crawford, M. (2009). Distractions, Distractions: Does Instant Messaging Affect College Students' Performance on a Concurrent Reading Comprehension Task?. CyberPsychology & Behavior, 12(1), 51-53. doi:10.1089/cpb.2008.0107.

Lee, C. (2007). Affordances and Text-Making Practices in Online Instant Messaging. Written Communication, 24(3), 223-249. doi:10.1177/0741088307303215.

Lo, S. (2008). The Nonverbal Communication Functions of Emoticons in Computer-Mediated Communication. CyberPsychology & Behavior, 11(5), 595-597. doi:10.1089/cpb.2007.0132.

Maness, J. (2008). A Linguistic Analysis of Chat Reference Conversations with 18-24 Year-Old College Students. Journal of Academic Librarianship, 34(1), 31-38. Retrieved from Academic Search Complete database.