Transformational Concepts

1. Transformational Concepts ‘Everything We Didn’t Realize We Needed to Know, We Learned at CES!’

2. This presentation is based on ... … attendance at the 2003 International Consumer Electronics Show, January 9-12, 2003 by Bert Biles, Vicki Clegg, and Dennis Franz …and current media reports

3. Our purpose today ... • To reflect upon the impact of technology … • On our education … • On our work … • On our lives. • To explore the concept of “Transformational Concepts.” • To consider the implications for higher education …

4. Scorecard for 2001-2002

5. This year, we attended CES! • International Consumer Electronics Show • A much broader product range • More excitement • The same keynote speakers as COMDEX! • A “better show” for our interests • Thought-provoking presentations

6. Transformational Concepts • Mastering Technology Literacy • Internalizing Creativity … Why Learn About Creativity? • Visualizing Ideas • Digital Lifestyles and Workstyles • Learning ‘Digitese’ … the language of the future • Recognizing Transformational Forces

7. Mastering Technology Literacy • What became obvious as we walked the aisles at CES was the comprehensive impact that technology is now playing in all aspects of our business, professional, family, and personal lives. • Technology literally is everywhere we turn. It impacts all aspects of our lives. • To maximize our effectiveness, all of us need to be literate about technology. • And perhaps we should be thinking about technology literacy as an educational issue impacting all K-State students …

8. Twenty Standards for Technology Literacy (ITEA) • Promulgated by the International Technology Education Association. • Students will develop an understanding of the Nature of Technology. This includes acquiring knowledge of: • The characteristics and scope of technology. • The core concepts of technology. • The relationships among technologies and the connections between technology and other fields.

9. Twenty Standards for Technology Literacy (con’t) • Students will develop an understanding of Technology and Society. This includes learning about: • The cultural, social, economic, and political effects of technology. • The effects of technology on the environment. • The role of society in the development and use of technology. • The influence of technology on history.

10. Twenty Standards for Technology Literacy (con’t) • Students will develop an understanding of Design. This includes knowing about: • The attributes of design. • Engineering design. • The role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

11. Twenty Standards for Technology Literacy (con’t) • Students will develop Abilities for a Technological World. This includes becoming able to: • Apply the design process. • Use and maintain technological products and systems. • Assess the impact of products and services.

12. Twenty Standards for Technology Literacy (con’t) • Students will develop an understanding of the Designed World. This includes selecting and using: • Medical technologies. • Agricultural and related technologies. • Energy and power technologies. • Information and communication technologies. • Transportation technologies. • Manufacturing technologies. • Construction technologies. Standards for Technological Literacy: Content for the Study of Technology, Second Edition. Published by the International Technology Education Association and its Technology for All Americans Project, supported by grants from NSF and NASA. 2002.

13. Twenty Standards for Technology Literacy (con’t) • Promulgated by the International Technology Education Association. • Standards for Technological Literacy: Content for the Study of Technology, Second Edition. Published by the International Technology Education Association and its Technology for All Americans Project, supported by grants from NSF and NASA. 2002. • Websites: http://www.iteawww.org http://www.iteawww.org/TAA/AETLstds.htm

14. ‘Meeting the Technology Literacy Challenge’ – 1996 • All teachers in the nation will have the training and support they need to help students learn using computers and the information superhighway. • All teachers and students will have modern multimedia computers in their classrooms. • Every classroom will be connected to the information superhighway. • Effective software and online learning resources can increase students’ learning opportunities, but they must be high quality, engaging, and directly related to the school’s curriculum. • Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge – June, 1996

15. ‘Meeting the Technology Literacy Challenge’ – 1996 • References: • Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge – June, 1996 • Websites: • http://www.ed.gov/Technology/Plan/NatTechPlan • http://www.ed.gov/Technology/Plan/NatTechPlan/execsum.html

16. ‘Generic Skills for Information Technology Literacy’ • A reasonably accurate model of connectivity. • An understanding of basic logical and programming concepts. • Understand the ways data can be structured. • Understand the behavior of generic information tools. • Understand the implications of digital media. • Know the basic ways computer interfaces permit users to interact with computer programs. • Focus on Generic Skills for Information Technology Literacy. Anderson and Bikson. The Rand Corporation. 2001.

17. ‘Generic Skills for Information Technology Literacy’ • References: • Focus on Generic Skills for Information Technology Literacy. Anderson and Bikson. The Rand Corporation. 2001. • Website: http://www.rand.org/publications/P/P8018

18. Center for Technology Literacy • College of Technology at the University of Houston, TX. http://www.texastechnology.com/CTL/ctl.htm Mission Statement: “To enhance the understanding of technology activity in individuals and organizations and to conduct research on the development of a technologically literate citizenry.” The CTL will serve as a research center for examining the issues and practices related to the development of a technologically literate society. Little emphasis has been placed on the processes and problems associated with the prolific deployment of technology and a resultant dependency on technology. Additionally, little research has been conducted on how these processes can be optimized to lead to an overall and sustainable improvement in the quality of life of individuals and societies.

19. TLC 321: Intro to Technology, Literacy, and Culture • The core course in the Technology, Literacy, and Culture interdisciplinary concentration in the College of Liberal Arts at the University of Texas. • The course “is an introduction to some of the issues surrounding the interplay of technology, culture, and literacy.” • Website: http://tlcserv.lah.utexas.edu/~smag/syllabus/

20. Internalizing Creativity: Why Learn about Creativity? • Trade shows like CES that showcase new products provide ample testimony to the second point made by Buffalo State’s Center for Studies in Creativity: namely, that “generating new ideas and bringing them to market is now seen as the central task of corporate management.” • Perhaps we should consider ways to help K-State students develop their creative problem solving abilities … which might improve their competitive position in the job market.

21. Why study creativity? • The International Center for Studies in Creativity at Buffalo State College/State University of New York is one of the seminal institutions in the study of creative problem solving. The Center offers these twelve reasons for studying creativity: • Develop Your Potential Beyond the Boundaries of Intelligence. Expand on your abilities. Develop all of your potential! • Rapid Growth of Competition in Business and Industry. In a world of increasing complexity, change, and competition, generating new ideas and bringing them to market is now seen as the central task of corporate management. Successful businesses are the ones that instill creativity throughout the organization

22. Why study creativity? (con’t) • Effective Use of Human Resources. Creativity is a human resource which exists in all organizations. To survive in today's economy, it is imperative for an organization to nurture the creative potential of its human resources. • Discover New and Better Ways to Solve Problems. More and more, the problems you face are complex and open-ended. Knowledge alone isn't enough to reach innovative solutions. Creative thinking skills are required. • Development of Society. Creativity is a central factor in our ability to continue to adapt to the changing environment. If a nation actively seeks to nurture creativity, it will play a part in making history.

23. Why study creativity? (con’t) • Builds on the Nature of Knowledge. Creativity skills can assist an individual in enhancing his or her knowledge base. Without creative thinking, an individual is condemned to stay within the knowledge base as it is given. • Natural Human Phenomenon. Creativity is very democratic! Everyone has some, but to varying levels and degrees. Furthermore, we know this ability can be enhanced. • Important Aspect of Mental Health. Individuals who are capable of incorporating creativity into their lives can enjoy the experience of discovering, developing, and utilizing their many talents. Skills relevant to creativity are also useful in coping with life's challenges… Creative thinking is a critical life skill.

24. Why study creativity? (con’t) • Growing Body of Interest. There is a growing body of literature that represents impressive progress in understanding the nature of creativity. Moreover, there have been a large number of national and international conferences on creativity for more than 50 years. • Builds on All Disciplines. Creativity is in all fields – from chemistry to engineering, education to computer science, sociology to business. • … from the website of the International Center for Studies in Creativity, Buffalo State College/SUNY • http://www.buffalostate.edu/centers/creativity/ • http://www.buffalostate.edu/centers/creativity/General/Why_study.html

25. The Patent Scoreboard 2003 • Created by Technology Review magazine and CHI Research, it is an industry-by-industry ranking of corporate patent portfolios. • Current-Impact Index: This measure showcases the broader significance of a company’s patents by examining how often its U.S. patents from the previous five years are cited as prior art in the current year’s batch of patents. A value of 1.0 represents the average citation frequency, so, for example, a value of 1.4 would indicate a company’s patents were cited 40 percent more often than the average. • Technology Review magazine, May, 2003, page.58-63. “MIT’s Magazine of Innovation.”

26. Aerospace • Northrop Grumman (U.S.) 0.91 • Lockheed Martin (U.S.) 1.10 • United Technologies (U.S.) 0.81 • Boeing (U.S.) 0.71 • Rockwell Automation (U.S.) 1.06 • Rockwell Collins (U.S.) 1.10 • BAE Systems (U.K.) 0.70 • Thales (France) 0.70 • EADS (Netherlands) 0.55 • Textron (U.S.) 0.78 • GKN (U.K.) 0.65 • General Dynamics(U.S.) 0.95

27. Automotive • Delphi Automotive Sys (U.S.) 1.38 • Honda (Japan) 1.04 • Bosch (Germany) 0.84 • Denso (Japan) 1.13 • Toyota Motor (Japan) 1.42 • Ford Motor (U.S.) 1.18 • DaimlerChrysler (Germany) 0.93 • General Motors (U.S.) 1.18 • Nissan Motor (Japan) 1.32 • Yazaki (Japan) 0.82 • TRW (U.S.) 1.37 • Magma International (Canada) 2.33

28. Biotechnology/Pharmaceutical • Maxygen (U.S.) 12.39 • Caliper Technologies (U.S.) 8.09 • Symyx Technologies (U.S.) 6.21 • Diversa (U.S.) 14.43 • Pfizer (U.S.) 0.66 • Affymetrix (U.S.) 3.37 • Guilford Pharmaceuticals (U.S.) 4.15 • GlaxoSmithKline (U.K.) 0.48 • Aventis (France) 0.39 • Merck (U.S.) 0.49 • Pharmacia (U.S.) 0.58 • F. Hoffmann-La Roche (Swiss) 0.48

29. Chemical • 3M (U.S.) 1.28 • Procter and Gamble (U.S.) 1.32 • BASF (Germany) 0.48 • Bayer (Germany) 0.48 • Bridgestone (Japan) 1.17 • DuPont (U.S.) 0.55 • Cabot (U.S.) 3.30 • Shin-Etsu Chemical (Japan) 0.78 • Dow Chemical (U.S.) 0.75 • Goodyear Tire and Rubber (U.S.) 0.79 • Henkel (Germany) 1.02 • E.ON Energie (Germany) 0.56

30. Computer • IBM (U.S.) 1.70 • Hewlett-Packard (U.S.) 1.61 • NEC (Japan) 0.95 • Fujitsu (Japan) 1.17 • Microsoft (U.S.) 2.69 • Sun Microsystems (U.S.) 2.10 • Xerox (U.S.) 1.23 • Cisco Systems (U.S.) 3.42 • Seiko Epson (Japan) 1.19 • Hon Hai (Taiwan) 1.71 • Seagate Technology (U.S.) 1.44 • 3Com (U.S.) 2.40

31. Electrical/electronics • Hitachi (Japan) 1.27 • Canon (Japan) 0.95 • General Electric (U.S.) 1.09 • Matsushita Electric (Japan) 0.98 • Toshiba (Japan) 1.21 • Mitsubishi Electric (Japan) 1.09 • Sony (Japan) 0.97 • Samsung (South Korea) 0.95 • Koninkliijke Philips Elec (Neth) 0.97 • Siemens (Germany) 0.90 • Sharp (Japan) 1.11 • Eastman Kodak (U.S.) 0.79

32. Semiconductor • Micron Technology (U.S.) 2.13 • Advanced Micro Devices (U.S.) 1.73 • Intel (U.S.) 1.74 • Applied Materials (U.S.) 2.58 • Texas Instruments (U.S.) 1.42 • Semiconductor Energy lab (Jp) 3.32 • Taiwan Semiconductor (Taiwan) 1.77 • Hynix Semiconductor (S Korea) 1.00 • LSI Logic (U.S.) 1.82 • Infineon Technologies (Ger) 0.98 • STMicroelectronics (France) 0.86 • Chartered Semiconductor (Sing) 2.57

33. Telecommunications • Ericsson (Sweden) 1.56 • Motorola (U.S.) 1.44 • Lucent Technologies (U.S.) 1.50 • Nokia (Finland) 1.90 • Nortel Networks (Canada) 1.79 • Qualcomm (U.S.) 3.11 • AT&T (U.S.) 2.12 • Alcatel (France) 1.12 • Agere Systems (U.S.) 1.03 • JDS Uniphase (U.S.) 2.22 • Verizon Communications (U.S.) 3.69 • WorldCom (U.S.) 2.74

34. Four Tools for Visualizing Ideas • Inspiration® brainstorming software. • According to the company, the software employs proven techniques of visual learning to support improved achievement for computer-literate students. Inspiration strengthens critical thinking, comprehension, and writing across the curriculum in language arts, science, social studies, and anytime students need to structure their thinking. • Inspiration's integrated diagramming and outlining environments work together to help students comprehend concepts and information. Educators use Inspiration to customize instruction, achieve standards, assess student progress, and energize learning.

35. Four Tools for Visualizing Ideas • Inspiration® brainstorming software. • References • Websites: • http://www.inspiration.com/ • http://www.inspiration.com/freetrial/index.cfm?fuseaction=form.insp

36. Four Tools for Visualizing Ideas • Microsoft Visio® software • Visio® software is a “drag and drop” graphics tool for easily creating various types of diagrams that can be exported to other programs (e.g., Word and PowerPoint) or to a website. • Website: http://www.microsoft.com/office/visio/default.asp

37. Four Tools for Visualizing Ideas • Microsoft Visio® software includes templates for creating: • Block diagrams • Building plans (with automatic dimensioning) • Databases • Electrical engg diagrams • Flowcharts • Forms and charts • Mechanical engg diagrams • Maps • Network diagrams • Organizational charts • Process engineering diagrams • Project schedules • Software diagrams • Website diagrams

38. Four Tools for Visualizing Ideas • Star Tree® software • Star Tree software is a one of a series of information/visualization software tools from Inxight Software, Inc … a spin-off company from Xerox and it’s famed Palo Alto Research Center (PARC). • The Star Tree metaphor “wraps” its linked elements around a sphere, allowing the visual presentation of a relational tree structure with unlimited expansion possibilities. • Star Tree software facilitates the creation and use of navigational tree structures for websites, databases, and other information forms.

39. Four Tools for Visualizing Ideas • Star Tree® software • Websites: http://www.inxight.com/products/vizserver/ http://www.inxight.com/products/stsv.php

40. Four Tools for Visualizing Ideas • BrainEKP® software • The BrainEKP software from TheBrain Technologies Corporation is a package for organizing and displaying relational information. • The BrainEKP software can be used to structure create knowledge bases, create and organize business processes, provide data access, and illustrate relationships. • Websites: http://www.thebrain.com/Default.htm http://www.thebrain.com/BrainEKPtour/default.htm click on the “Start the BrainEKP Tour.”

41. Digital Lifestyles and Workstyles

42. Learning ‘Digitese’ • Is “digitese” the “language of the future?” • In watching contemporaries go through medical school at the KU Med Center, I was struck by what a large component of their initial medical education was devoted to learning the “vocabulary of medicine.” • Of the ten product categories on the preceding slide, only the personal computer seems to require that you actually know how it works as a prerequisite for its use.

43. Learning ‘Digitese’ • Here are three Internet tools that can help: • www.WhatIs.com is an Internet answer tool designed to answer the question – “What is __________?” – about topics related to computers and the Internet. • www.webopedia.com is an Internet-based, special purpose “encyclopedia” that similarly focuses on topics related to computers and the Internet. • www.GuruNet.com is an Internet-based reference tool accessed from a “slide-out” bar that is constantly available on your screen. Highly recommended … and it’s free! http://www.gurunet.com/freedownload.html

44. Recognizing Transformational Forces • At CES, one of the messages heard over and over was: “Our particular technology is going to change your life!” • The question is: “Which technologies actually WILL change our lives?” • We all can identify technologies that have been transformational forces in the past. • And after looking at the past, we’ll look to the future

45. Rotary printing press (1846) Sewing machine (1851) Dynamite (1866) Phonograph (1877) Shift-key typewriter (1878) Incandescent lamp (1879) Type-setting machine (1886) Punched card tabulating system (1890) X-ray (1895) Rocket (1000 AD) Movable type printing press (1455) Steam engine (1769) Hot air balloon (1783) Cotton gin (1794) Electrical battery (1799) Portland cement (1824) Steam railroad (1830) Combine (1831) Cast steel plow (1837) Practical telegraphy (1838) Transformational forces

46. DDT DichloroDiphenyl- Trichloroethane (1939) Penicillin (1941) Commercial broadcast television (1945) Transistor (1948) Color television (1954) Stereophonic recordings (1957) Sputnik (October 4, 1957) Xerox office copier (1958) Integrated circuit (1958) Transatlantic wireless telegraphy (1901) Air conditioning (1902) Airplane (1903) Alternating current – NY, NH & Hartford Railroad (1907) Model T automobile and assembly line (1914) Commercial broadcast radio – KDKA (1920) Nylon (1935) Radar (1935) Electric typewriter (1935) Transformational forces

47. Cellular telephone service (1978) IBM personal computer (August 12, 1981) Compact Disk (CD) (1983) Digital Micromirror Device (1987) Internet (NSFnet) (1988) NAVSTAR Global Positioning System (GPS) (1989-94) Graphical Internet browser (1994) DVD players (1997) Laser (1960) United States' Mercury manned space flight (May 5, 1961) Geographic Information System technology (Canada GIS) (1963) Intelsat communications satellite (1965) United States’ Apollo 11 moon landing (July 20, 1969) Apple II personal computer (1977) Transformational forces

48. So what did we see at CES? • We saw “miles of aisles” of everything from tiny memory devices you can carry in your pocket … • To “it actually includes everything” telephones, PDA’s, and pocket computers • We saw things that you can buy today … • And things that you may never be able to afford! • And among the many products and ideas that dazzled us, here are 12 of the best …

49. Wireless networks • Wireless networks – so-called “802.11x” was everywhere! • K-State is expanding its wireless networks • Will this result in ubiquitous computing? • What will be the impact of public “hot spots?” • Cisco Systems just announced an agreement to acquire privately-held Linksys Group, the leading provider of wired and wireless network products for consumers and small businesses. • The market: $3.7 billion in 2002; projected at $7.5 billion in 2008 worldwide.

50. Cellular telephones … with: • Color digital camera and picture transmission • Text messaging • MP3 capability • FM radio • Audio recording • Internet browsing, and … • The latest: Seamless switching between GPRS (General Packet Radio Service) public cell telephone carrier networks and 802.11x wireless computer networks (… a work in progress at Nokia)