Information Technology Education - Information Technology Consulting Firm

Information technology enables companies to organize their functions in an efficient manner. IT enables companies to achieve competence. IT helps in coordinating the goals of individuals and their companies. Thus, information technology benefits individuals as well as their companies. Students should concentrate on an IT-based education. Many IT companies promise a high remuneration. So, people look forward to a career in IT. Career in information technology may also mean working as a consultant. Consultants need knowledge on computers as well as on communication technology. Consultants need good communication skills as they have to interact with many clients.

Information Technology
Information technology promotes cooperation and team work. It facilitates global communication of knowledge. Thus, it has played a role in the development of society. IT helps companies to spread their functions to different countries. Companies are no longer restricted to one place. Information technology paves way for the development of an organization. Individuals also rely on information technology for the processing of information. People should adopt a pro-active role in the development of IT. Integration of various educational activities help in the development of information technology.

The following are the benefits of information technology:
Greater accuracy: It provides for greater accuracy. It helps in eliminating time-consuming activities. Clients feel secure with accurate business intelligence.
Advanced skills: IT helps in the development of advanced skills. Students may engage in research and projects. Advanced technology also enables students to think analytically.

Outsourcing: Information technology facilitates outsourcing. Outsourcing assists in cost management and improves the service quality. This enables the management to focus on core business activities.
IT also assists in:

Project management
Desktop management
Network management
End user technical support
Business applications
Strategic planning

Information Technology in Education
Information technology in education paves way for the advancement of the educational system. The quality of education is enhanced as students become more familiar with IT. IT-based education fosters confidence among the students. IT in education does not require the physical presence of students. Information technology in education reduces geographical constraints. IT also provides various career opportunities to the students. IT provides career opportunities in:

Engineering
Manu1facturing
Banking
Management consulting
Health
Forestry

Companies also establish IT training centers. These centers help in supplementing the educational needs of the students. An IT career fosters the innovative ability of the employees. An IT career ensures good remuneration.

Students should take the following steps for a career in information technology:

Conduct a research on various IT jobs.
Compare their potential with skills needed for IT jobs.
Develop the skills that they do not possess
Employees should continuously enhance their IT skills. They should have an up to date knowledge on information technology. Students may develop their IT skills while they are engaged in other fields.

Information Technology Consulting Firm
Information Technology consulting firms provide advice on:

Resource utilization
Operation and
Spending

The IT consulting firm helps in comparing the management practices of different companies. It also gives ideas on the ideal management practice. The technology consulting firm helps clients to focus on the key areas for improvement. It also facilitates cost-effectiveness and returns on investment. Technology consulting firms assist in the effective functioning of the company. It reduces ambiguity in the day-to-day work.

An information technology consultant should possess the following skills:
Technical skills: The technology consultant should possess technical skills and experience.
Interactive skills: The consultant should be competent enough to communicate with the executives and the end-users.
Functionality: Different assignments require different skills. Consultants should efficiently perform the functions needed for all the skills.

Innovation does not equal technology

I had the opportunity to speak to a group at a university recently about innovation.  In fact, I've spoken to four universities about innovation in the last few months.  There's a growing awareness that innovation needs to happen in university settings. This would include innovation on the administration of the university, in the teaching methods and in what is taught.  But that's a sideline to what I want to write about today.

In my most recent speaking engagement I was confronted by a senior faculty member who argued that all this talk about "innovation" was pointless, and missed the main target, which was that we needed more focus on science and engineering education.  In his mind, innovation was equated to technology, and only scientists and engineers could bring new technologies to life.  While I agree that scientists and technologists can bring innovations to market, I'd argue that that definition of innovation is awfully narrow.  It seems to me that innovation can occur in many avenues that have little or nothing to do with technology, engineering or science.

In fact OVO has recently worked with a financial services institution, a health care insurance firm, a life insurance firm and several other firms in the services industries where there are no physical products developed and few if any engineers or scientists.  Yet these firms are innovating.  Innovating their service models, customer experiences, processes and business models.  Apple, the penultimate innovator (tic) is a technology firm but doesn't innovate around technology - more around user experience, linkages and partnerships and content.

There are a number of firms that innovate around technology and science, so I don't want to downplay the importance of technology in innovation.  However, we do need to understand the balance between product innovation and all other kinds of innovation, and the importance of engineering and science to innovation.  It's really a question of set theory.  Technology innovation is a subset of innovation generally, and while all technology innovation is innovation, all innovation is not technology innovation.  As much as it may pain my engineering friends to say it, there's a lot of innovation happening that has little or nothing to do with technology.  Conversely, there's a lot of technological research that will impact our lives through new innovations as products and services.

This dichotomy also explains a lot of angst in the intelligentsia about the termination of NASA's return to the moon program and the decreasing amount of federal research generally.  The belief is, and I agree with this, that we learn more and capitalize on that knowledge when we explore space flight or invest in primary research.  But curtailing space flight does not necessarily make the US less innovative.  It leaves us in a situation where, from a governmental point of view we may become more dependent on the Russians or Chinese to put vehicles in space, or perhaps it makes available a private enterprise approach to space flight.  But reducing investment in these areas doesn't mean we are less innovative, it just spreads out the responsibility for innovation more broadly.  But that had already happened in the 70s and 80s, as private enterprise took on more direct research and investment and the federal government's role declined.

OK, enough of the tangent.  Innovation depends on creating and developing new ideas.  Some of those insights are based on new technologies or improvements to existing technologies.  Some innovation, however, is based on insights about services, processes or business models, and don't rely on technologists or engineers for insights.  To claim that all innovation is technology innovation, and that without engineers and scientists no "real" innovation can be accomplished is to view the world of innovation with a very narrow lens.

Assisted Suicide and Medical Technology: A Social Failure

I was paralyzed in 1978. As my son would say that was a long time ago--the olden days in his estimation. Without him around my summer has seemed disjointed. Nothing has worked out quite like I had hoped and I have been preoccupied with the Fall. I start teaching August 26 and I will hold two classes before Labor Day, the unofficial end of the summer. I am nervous too. I will be teaching honors students at Syracuse University. My class, "From Prenatal Testing to Alzheimer's: Issues in Bioethics and Disability" is new and my first firmly rooted in bioethics. I veered head long into bioethics in 2006 when I heard about the Ashley Treatment or what has become known as growth attenuation. I was stunned in 2006 and remain stunned in 2013 that such a procedure could be performed. How I wonder could an ethics committee allow this to happen? My interest in growth attenuation led me to delve deeply into assisted suicide legislation and this has rekindled a long dormant interest in what happens to people after they become paralyzed.  I am now troubled not only about the larger cultural push to accept assisted suicide but also the severely limited amount of time people who experience a sudden spinal cord injury are given to adapt to paralysis. Add to this a rapidly expanding elderly population and increasing reliance on medical technology to prolong life, an absolute lack of care about vulnerable populations, and a toxic social situation has been created.

The noted bioethicist Daniel Callahan has written about our over reliance on medical technology in Taming the Beast, a book I highly recommend. Callahan notes that many directly benefit from advances in medical technology but there is a down side--something anthropologists and archaeologists have often observed about many societies, complex and simple. High tech medical care is not cheap and is in fact highly profitable. One corporation that has created a cash cow is the wound vacuum. 7 million people world wide have used the wound vacuum.  There are 42,000 units in service, and KCI, a company I quickly learned to despise when I used a wound vacuum, has a 1,000 member clinical sales team. There is no question my wound healed more quickly because of the wound vacuum. What KCI and other corporations that produce high tech medical products do not want consumers to think about is cost and what happens when a company like KCI  owns a virtual monopoly on wound care. Yes I benefited from the wound vacuum. It is a spectacular invention, has saved many lives, and revolutionized wound care. But I was also ground down emotionally and financially from the use of the wound vacuum for an extended period of time. What keeps me up at night, what makes me worried about elderly people, the terminally ill, chronically ill,  and disabled is the impact high tech medical care has on a human being. This was a hard lesson I learned in 2010 into 2011. I received outstanding medical care, saw superb wound care specialists, met a skilled surgeon who followed my wound care from beginning to end, and am deeply indebted to my family who were more supportive than a person could possibly hope.

So here I sit at my desk fully healed and I can safely say 2010/2011 was the worst period of my life. I am a fundamentally different person as a result. Bodily my life was saved by the wound vacuum. My confidence  however was shattered in the process. My body took a year to heal but my mind is still very much a work in progress. Always interested in marginalized populations as many anthropologists are, my resolve to inject a dose of humanism in medical care and bioethics has reached new heights. I am deeply disturbed by how vulnerable people are treated. I am not suggesting the medical system, even a for profit system that exists in the United States, is designed to grind up and knowingly kill vulnerable people. KCI wanted my wound to heal as did I but at what cost? More generally, how do we frame illness for the poor, elderly, and disabled? Are we as a culture willing to empower such people and help them heal? Are we willing to seek the best possible care for all people? In a word no. Surely I am exaggerating the situation. Sorry but no. The medical industrial complex is a hostile place for those that are different and costly. Of course no institution or person will admit to such hostility. It is always framed in socially acceptable language. For example, the buzz word "patient centered care" is often used in and outside of a clinical setting.  To me the true meaning of the words "patient centered care" are sorry but you are on your own. Enter stage left a supposedly informed and objective health care provider who will explain your options and let you make your own decision. This I am sure sounds great in an office, a corporate boardroom, or at an academic conference. The clinical realty is quite different. For instance, does a paralyzed person really have a choice about using a wound vacuum if its use is not covered by health insurance. Last I checked a wound vacuum costs $130 to rent per day and this does not include the cost of nursing or wound dressings which are significant.

Further complicating "patient centered care" is the concept of "joint decision making". In theory it is easy for a physician to suggest the best possible care for a patient.  In theory such decision making strategies should be reached with equal input. The physician acts as expert guide and the patient is empowered to put plans jointly decided into practice.  I am sure a flow chart exists somewhere that beautifully illustrates this mythic equality. Excluded from this supposedly joint decision making process is the biases and preconceived notions the physician and patient may or may not have. The reality of joint decisions often falls far short of ideal. For instance, physician and patient agree that a person with a SCI and recently healed wound should relieve pressure throughout the day. This is sound advice. But what happens if the person with a recently healed wound is required to work all day and care for a family. Will an employer be willing to provide a reasonable accommodation under the ADA by letting the person in question lay down on a futon at work? Not likely--a point made by Lenny Davis in his essay "Bending Over Backwards".  Let me expand on this example. The person in question decides he or she must work. They push their body knowing their skin will breakdown. And let's say their skin does in fact breakdown. This person returns to the local wound care department. The physician and staff are not happy to see this person return. It is reasonable to assume this patient will be deemed a noncompliant patient. What will not be charted is why the person has fallen into the stigmatized category of noncompliance.

When I express my views about how people with a recent SCI are set up to fail people are shocked. When I express my views about end of life issues and how vulnerable populations are at risk I am accused of being an alarmist. The cartoon above however is not too far from the truth. When it comes to disability those I know who have successfully navigated life all were willing to adapt and be creative. Society's unwillingness to negotiate difference could be considered a failure of imagination as my friend and poet Stephen Kuusisto puts it. He is being too kind. Powerful forces exist that grind people down at a glacial pace lowering and lowering their expectations, hopes and dreams. The spirit of people with a disability and those nearing the end of their life, two different but vulnerable populations, are being crushed by an at times cruel health care system. How does this play out int he real world? Well people with a SCI are not given the time or skills needed to survive a hostile social environment. Instead, they are encouraged to use an exoskeleton, think about stem cell treatments that virtually no one can afford and are not proven to be successful, and participate in various clinical trials. Yes, money has perverted traditional rehabilitation efforts--basic hard work that helped one refine their ADLs. The result is a person suddenly finds their living situation intolerable years later. No job, no work, and no quality of life. This is a social failure of epic proportions and hence the reason the above cartoon made me laugh is because it reflects a reality that exists.

A Personal Learning Network becomes a Print Journal Issue: Why Academics Really use Twitter

Social Media allows a motivated and engaged learner to build connections that can enhance lifelong learning.  The connections become a learners Personal Learning Network or PLN.  The ability of social media to help a learner find and connect with the right people that might be otherwise impossible to "meet" in real life is one of its huge potential advantages.

This can be a difficult concept to convey to someone who may have a very negative attitude of Twitter.  One can hardly blame them for thinking that Twitter is a time waster, that there is a huge noise to signal ratio with very little tangible benefit.

A famous Nature study showed that very few academics use Twitter compared to sites like Google Scholar.  This led to a spoof by PhD Comics on "Why Academics Really use Twitter".  This is quite funny maybe because it has an element of truth for those who use Twitter.  At the same time infographics like this might unintentionally dissuade people from trying out Twitter as it may reinforce their beliefs about its lack of usefulness.

Now we have a great example of how a PLN created on Twitter led to an entire issue of a print journal.  The credit goes to Margaret Chisholm who was the editor of the special issue of "International Review of Psychiatry" and put together the issue with the help of a group of authors who mostly got to know each other first on Twitter and are part of a large PLN of health care social media users.

Granted, the special issue was regarding the use of Social Media but it could well have been any other topic in biomedical sciences where the scientists engage in social media.  This special issue of a print journal may be an excellent showpiece of the huge potential benefit of social media for academics - to create a PLN for lifelong learning.

California Institute of Technology Beaver

California Institute of Technology Beaver~upload.wikimedia.org

Address: 1200 E California Blvd, Pasadena, CA 91125, United States. The California Institute of Technology is an examination college situated in California in United States. Caltech has 6 scholastic divisions with accentuation on Engineering. Its 124 Acre essential grounds is found roughly 18 km in upper east of downtown Los Angeles. 

Caltech began as professional school established in Pasadena 1891 by neighborhood agent and legislator Amos G. Throop. The school was known as Throop University, and Throop College of Technology, before securing current name in 1920. The professional school was disbanded and the preparatory system was divided from to structure an autonomous Polytechnic School in 1907. 

During an era when experimental research in the United States was still in its earliest stages, George Ellery Hale, a sun powered stargazer from theUniversity of Chicago, established the Mount Wilson Observatory in 1904. He joined Throop's leading group of trustees in 1907, and soon started creating it and the entire of Pasadena into a major experimental and social destination. He built the arrangement of James A. B. Scherer, a scholarly researcher untutored in science yet a competent director and store raiser, to Throop's administration in 1908. Scherer convinced resigned representative and trustee Charles W. Entryways to give $25,000 in seed cash to assemble Gates Laboratory, the first science expanding on grounds.

Responses to Questions on Technology and Schools

1. How are the new technologies revolutionizing education, especially at schools?

This is a very large question with no simple answer. It depends very much what technologies are being discussed and what school system is being discussed. As well, the impact of new technologies outside schools is having a pervasive impact within schools.

If I had to generalize (which I really hate to do, because there are always inherent inaccuracies) I would venture to say that new technologies are making schools more open. By that, what I mean is that the barrier between school and non-school has become much more permeable. What happens inside school has become much more public, and what happens outside school has had a greater impact in school. 


2. In your opinion, which of the new teaching tools have produced more positive results or had a bigger impact on teaching?

This again is a very general question and depends very much on what we mean by ‘positive results’. A lot of people think ‘positive results’ mean ‘better test scores’, for example, and I’m not sure that any technologies produce better test scores, nor do I think better test scores are very worth pursuing. Generally by ‘positive results’ people mean something like ‘more learning’, but learning is not merely (or at all) cumulative, and far more important is a sort of learning that is balanced, adaptive, and conducive to a good life.

In that regard, the technologies most conducive to a good life are probably those that allow individuals to be expressive and creative. This is where the most learning occurs, and more importantly, where the best learning occurs. Expression and creativity presuppose a community or audience, and so social creativity probably produces the greatest benefits, whether they be open source software contribution sites, artistic sites like Deviant Art or Flickr, blogging and discussion sites, or repositories like YouTube or SlideShare.

Are these ‘teaching tools’? Your evaluation may vary. But they are certainly ‘learningf tools’, which in my view is more important.

3. Has active and visual-based learning and teaching proved to improve the learning level of students at schools? 

This question suggests two different sorts of contrasts. On the one hand, it may be looking to define the difference in result between different schools of pedagogy, contrasting more traditional transmission-based and instructivist pedagogies with contemporary approaches such as discovery learning or constructivism. On the other hand, it may be seeking to differentiate between different learning styles, contrasting text-based or language-based (audio or oral) learning styles with visual or kinaesthetic learning styles. 

By ‘learning level’, by contrast, I take the question to be referring to grades received by students, or test results, or some such evaluation. 

The difficulty here is that different systems of student assessment measure for different types of learning. A typical testing regime, for example, may presuppose that learning just is text-based or language-based knowledge – the ability to recite formulas, names, dates, places, and perhaps poems. Materials based in visual learning styles or constructivist pedagogies will do little to improve such test results. But rather than conclude that these materials did not improve learning at all (which is sadly all too common) we may want to conclude that the testing was inappropriate for the sort of learning being attempted.

For this real, I prefer not to evaluate the effectiveness of learning technologies based on test results. The lessons learned might never appear on the test, yet may be far more important than anything that was tested. The ultimate evaluation of any system of learning is the quality of life enjoyed, all other things being equal, by the learner.

Do “active and visual-based learning and teaching” improve a person’s quality of life? Sometimes. And sometimes not. Is there a useful generalization we can make about them? No. Does this mean they are irrelevant in the individual context? Also no. For people who prefer active and visual-based learning and teaching, these are critical. For others, who prefer oral or text-based learning, content transmission, or direct instruction, active and visual-based learning and teaching may actually produce worse results. That’s why, in the end, what is most important is *personal* learning.

4. How can teaching materials be more effective by using new technologies?

It is most important, I think, to move beyond a conception of ‘teaching materials’. We typically think of new technologies as inert, like a book or an exercise guide. They may be things that are used or consumed by learners, but they are essentially static, products, things that can be created ahead of time, stored on a shelf, and applied as necessary.

This view is not an appropriate representation of new learning technologies. The best learning technologies are immersive. They create an environment in which a student learns. This environment may be a game or a simulation, or it may be a workplace, and arena or a social network. The idea is that the learner is placed within the environment, and then learns by interacting with entities and objects within the environment.

This creates a requirement of a dynamic, fine-grained and very reactive ecosystem of learning systems, communications, resources and supports. Instead of trying to design an entire system ahead of time, it is better to define a minimal framework and then let students, authors and automated processes fill out the details. This means that learning providers, instead of creating texts and workbooks ahead of time, work within this immersive environment and fashion resources and communications on an as needed basis, acting as models or examples for other participants within the ecosystem rather than providers of context learners are expected to memorize.


5. What is your vision of the school of the future?

I once created a diagram to answer this question.



The answer is: not a school at all.

The end point of new education technologies is that society as a whole becomes the ‘immersive environment’ I was talking about in the previous question. 

What new technologies will enable is the possibility of taking education outside the school, to have children and young adults learn by participating in the functioning of social functions – everything from taking weather reports to creating community maps to documenting community history and more.

Definitive Technology Black SuperCube 8000 Powered Subwoofer - SC8000

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