conclusion about technology
In more general terms, there is also a shift in the balance of power. Until very recently, the personal data of users was held by companies and was used by them however they saw fit — whether this was to use it for analysis, selling it on to others or otherwise profiting over their custodianship of an individual’s identity. Following significant scandals around security leaks and data misuse, there is a steady move towards rectifying the situation, giving the consumer back control of their data. This trend has been seen already with regulations coming into force in Europe and other areas. What has begun is likely to continue as the general public refuse to put up with being taken advantage of and the end result is likely to be self-sovereignty of data and identity for the user — a goal which is not too far away.
For this final instalment we will conclude by examining how things might develop in the near future and how industries might react. We will round off our examination of what new tech can achieve and how Blockpass is positioning itself to take advantage of it.
In addition to working with active components in fully integrated operations, reserve components could also be assigned the primary responsibility for providing the bulk of the forces to carry out some military missions, such as homeland defense against missile attacks (similar to their long-standing participation in the air defense of the United States).
Conclusion 2. The future missions for reserve components could range from very small missions, such as small peacekeeping operations, to major missions, such as the augmentation of active forces in major-theater wars.
The ultimate effects of these technologies are not predetermined. Rather, like all tools, computing and information technologies can be used in many different ways. The outcomes for the workforce and society at large depend on our choices. Technology can be a powerful tool. What do we want for our future society? How do we decide this?
The committee expects important innovations to come in the area of artifical intelligence (AI) and robotics. Several decades ago, humans were unable to converse with machines using ordinary speech; now it is done routinely. Machines are learning to effectively translate from one language to another, a task once seen only in science fiction. We are moving from an era where machines were blind, unable to recognize even simple objects, to an era where they can distinguish faces, read street signs, and understand the content of photographs as well as—or better than—humans. They are being put to work reading X-ray and MRI images, advising doctors on potential drug interactions, helping lawyers
Create and validate an integrated system for designing and implementing valid, reliable, and cost-effective assessments of complex aspects of 21st century expertise and competencies across academic disciplines. Interoperable formative assessment formats offered by major testing consortia for use by educators throughout the year are an important first step. However, work remains to ensure more educators have access to high-quality formative assessment tools and to develop additional capacities to assess both cognitive and non-cognitive skills better. Moving forward, increasing educator capacity for the design and deployment of valid and reliable formative assessments will require the concerted efforts of current assessment developers, teacher preparation programs, school systems, and researchers. Furthermore, colleges and universities will benefit from system-wide reviews of assessment practices and from ensuring all faculty have deep understandings of key principles and practices surrounding the design and implementation of effective learning assessments.
Set a vision for the use of technology to enable learning such that leaders bring all stakeholder groups to the table, including students, educators, families, technology professionals, community groups, cultural institutions, and other interested parties. Although not all parties will be responsible for the execution of a vision for the use of technology to enable learning, by making certain all involved stakeholder groups are part of the vision-setting process, leaders will ensure better community support and the establishment of a plan for learning technology that reflects local needs and goals.
Technology is making a positive impact on education overall. Blending of various learning technologies, incorporating innovative ideas and techniques, along with the movement for change and growth through enhancements; student achievement, openness and learning has been effected. By incorporating various elements, the ability to cut cost and gain improvement is also a topic addressed and continues to be a concern. “Educational technology has been used to stimulate more interactive teaching, inquiry-based learning, project-based learning, effective grouping of students and cooperative learning. However, technology as a catalyst is not sufficient by itself. Also essential are teachers who are well prepared to function in a more open, flexible, student-centered environment. Meaningful change will occur over a period of time. At first, teachers can be expected to struggle with the change brought about by technology. However, they will adopt, adapt and eventually learn to use technology effortlessly and creatively.” (Sivin-Kachala, 2000) (J Gonsiewski)
Today’s economy is based on a global perspective. We need to compete and collaborate with the world. Thus education must be catered along these lines. Economics does not favor low skilled laborers in this country since labor is cheaper overseas. In order to get a job in today’s workplace, higher thinking order skills are required. We have seen that this is possible with the use of technology. We also need to learn about different cultures and how to work on a global scale. Internet and web related projects where communities from different cultures all over the world can interact are beneficial. One of the shortcomings of American education is its weakness in teaching a second language or learning about the rest of the world. Projects such as e-mail for foreign languages or scientific projects over the Internet are strongly recommended. This helps students with real-life association and the ability to work in cross-functional environments (Lam, 2007).