(traditional classroom, online, new technology, etc.), are falling behind students from other countries, and much of the blame can fall to the shortcomings offered by our institutions of higher learning (Bidwell). Therefore, it can be argued that the most dramatic factor influencing the future of higher education is not a budding technology – and in fact, it may not even be something that can physically be seen or touched. Analytics and data are widely available resources, but both are currently being underutilized
Over the last several years I feel there has been a huge shift in the way people around the world are taught and the way people learn in the classroom on a day-to-day basis. In my opinion this is not a result of change to a single element involving teaching techniques, but more specifically a change in amount (increase) of technology used by teachers and students alike. Technology provides many major benefits to society, proven by its dramatic advancement over the last 30 years, but it also presents
of a contingent work force 4; and shifting balance of power among organizational constituents away from rank and file employees and in the direction of shareholders and the chief executives who serve as their proxy. When we conceptualize downsizing within these broader frameworks, it becomes clear that we are speaking of downsizing both as a response to and as a catalyst of organizational culture change. This article will later provide a formal definition of "organizational
History of the PC “If one thinks about it, it is truly remarkable how far the technology has advanced since the first digital computer was introduced in 1946. The ENIAC (Electronic Numerical Integrator and Calculator) was designed and built at the University of Pennsylvania. It weighed 30-tons and took up 1500 square feet of floor space. The first computer developed in Europe was the EDSAC (Electronic Delay-Storage Automatic Computer). This machine was built at Cambridge University in 1949.