Leadership and Technology: Some Remarks

In the past 7 weeks, we have explored the import of the emergence of the Internet and the digital revolution on life, work and leadership. The impact has been much and has surpassed the expectation of everyone who thought about it some thirty years ago when the Internet and the digital technology where emerging into the main stream. An analysis of the impact of the digital technology on life, work and leadership shows an immensity of impact that is often so rapid in its changes that it is difficult to catch up with. In spite of the rapidity of changes brought about by the digital technology and the Internet, throughout this program, we have explored the import and impacts of these changes and tried to identify the best responses of leadership to this trend, which has come to stay.


The opportunities that the digital technology has given rise to is much already. The prospects are phenomenal still. It has led to easy access to information and knowledge. Communication is faster, cheaper and easier. Knowledge, information and expertise has been more democratized than ever before. Access to information and the network of people has continued to encourage rapid development in various fields of knowledge. However, the digital technology and Internet revolution have also given room to several concerns. Some of these challenges include Richard Florida’s (2005) argument that it is encouraging a lot of economic disparities. And Nick Bostrom’s (2015) cautions to us against allowing the digital revolution to continue without guiding and humanizing it. Furthermore, Job security is a great concern in the face of digital revolution: what happens when most of the white and blue collar jobs are automated (Smith and Anderson, 2014)?


Digital technology has come to stay. The changes it breeds will continue to be faster than the capacity of many persons to catch up with in the foreseeable future. It is unhealthy for us as humans to allow this behemoth to continue on its own without any guide. There is need to shape the direction this trend is going by injecting ethical concerns in the debate. There is an urgent need to humanize this development and avoid creating a technology that will be anti human (Bostrom, 2015; Leonhard, 2014). Our laws need to be robust enough to guide this technology in ways that are ethically acceptable: Do not cause harm or destroy lives. We need to develop our education in such a way that ensures that our mentality towards education changes to be aligned with the digital age. In the digital age, education is a process since as Kevin Kelly pointed out, one of the trends of technology is “Becoming” (Schmitt, n.d.). More than ever before, leaders have to lead a learning organization. Harold Jarche’s (2014) concept of social learning is instructive for leaders in the digital technology and Internet age. This attitude needs to be inculcated very early for us to have workers who will be able to work in this world of rapidly changing digital technology. A world where workers will be more ready to learn and adapt to shifting and more effective technologies. With such a mindset, the challenge institutions have with buy-ins from their staff in the face of changing technologies may be reduced. Second, education needs to equip students and all those who lack it, the capacity to analyze the authenticity of information they receive (Weinberger, 2011). For, more and more, the question is not about how to access information because information will keep abounding and becoming more readily available as the consciousness on the need to remove obstacles that hinder access to information and knowledge continues to grow. The question, rather, will be how to identify authentic, credible, and qualitative information we need, and the skill to use those information to achieve the end we desire, or to innovatively use such information. These require critical thinking skills.


At the end of this course, I take away some insights that I will apply in my leadership moving forward. First, the need to take the digital revolution more seriously than ever before. This is because this trend is defining every field of human endeavor, including education. Familiarity with digital technology will definitely help in the quest to make knowledge more accessible to all even at reduced costs. Second, digital technology and Internet highlights the importance of on-going learning (both through formal and informal means). Third, the need to take the ethical questions raised by the digital revolution seriously. Fourth, the realization that leadership in the digital and Internet age requires capacity to collaborate with others. Leaders are collaborators who are able to encourage and moderate relevant conversations.





Bostrom, N. (2015, March). TED: What happens when our computers get smarter than we are? Retrieved from https://www.ted.com/talks/nick_bostrom_what_happens_when_our_computers_get _smarter_than_we_are


Florida, R. (2005). The world is spiky: Globalization has changed the economic          playing field, but hasn’t leveled it. Atlantic Monthly, 296(3), 48.


Jarche, H. (2010, February 24). A framework for social learning in the enterprise. Harold Jarche. Retrieved from http://jarche.com/2010/02/a-framework-for-social-learning-in-the-enterprise/


Leonhard, G. (2014, December 6). Digital ethics and the future of humans in a connected world. Retrieved from https://www.youtube.com/watch?v=bZn0IfOb61U&feature=youtu.be


Schmitt, L. (n.d.). Short take – The Inevitable: Understanding the 12 technological forces that will shape our future. Retrieved from http://www.theinovogroup.com/the-inevitable-understanding-the-12-technological-forces-that-will-shape-our-future/


Smith A., & Anderson J. (2014, August 6). A1, robotics, and the future of jobs. PewResearchCenter: Internet, Science and Tech. Retrieved from http://www.pewinternet.org/2014/08/06/future-of-jobs/


Weinberger, D. (2011). Too big to know: Rethinking knowledge now tht the facts aren’t the facts, experts are everywhere, and the smartest person in the room is the room. [Kindle version]. Retrieved from Amazon.com


Leadership In A Technologically Advancing World

There is rapid advancement and evolution of technology. Kevin Kelly’s (2016) TED talk points to and predicts technological movements in the future. Kelly (2016) sees “Cognifying” – the quest to make things smarter through Artificial Intelligence or A1 – as one of the major trends at present and in the next 20 years. He believes that this trend will lead to the next Industrial Revolution. Weinberger (2011) suggests building infrastructures of knowledge based on his analysis of the Internet and technological trends. My hunch is that it is very difficult to predict how technological trends will ultimately evolve. We can have ideas as Kevin Kelly explains (see Schmitt, n.d.) but it is difficult to know or predict how these trends will evolve accurately. We have not been successful at this in the past when the trends were not that many, it will be difficult as well now. The possibilities are humongous. Currently, the Millennials are determining a lot of trends in technology. 20 years from now, there will be others after them whose choices and preferences and cultures may be different from those of the Millennials and we are not really sure what their thrust would be, no matter how we try to predict.

Leadership in a technologically advancing world where technological change is so rapid that it is difficult to accurately predict the trends and necessary skills requires us to be persons who are constantly learning. This, I believe, is a very important leadership skill needed in such a world. This is described by what Kevin Kelly calls “Becoming” (Schmitt, n.d.).
Similarly, Weinberger (2011) explains that to reap the benefits of the Internet more fully, we have to ensure that we educate everyone so as to equip all – irrespective of class, social relationships, etc – to make them more able to be ready for the changes that the mega trends (Schmitt, n.d.) will evolve into.

Closely related to the ability or capacity of on-going learning (and the capacity of one’s organization is structured in such a way to facilitate this) is the capacity and ability of leaders to keep open and dynamic minds. The openness is what is required for one to be able to be curious about new technologies. It is also what is essential for collaboration and networking with staff and other organizations in a highly networked world of the future. Dynamism is necessary to embrace better technologies that have the capacity to be more effective in responding to our needs and the services we deliver. Kevin Kelly (2016) alludes to this when he explains that in 20 years time, the technologies we currently use would have been outdated and much better ones would have been produced.


Kelly, K. (2016, June). How AI can bring on a second industrial revolution. Retrieved from https://embed.ted.com/talks/kevin_kelly_how_ai_can_bring_on_a_second_industrial_revolution

Schmitt, L. (n.d.). Short take – The Inevitable: Understanding the 12 technological forces that will shape our future. Retrieved from http://www.theinovogroup.com/the-inevitable-understanding-the-12-technological-forces-that-will-shape-our-future/

Weinberger, D. (2011). Too big to know: Rethinking knowledge now tht the facts aren’t the facts, experts are everywhere, and the smartest person in the room is the room. [Kindle version]. Retrieved from Amazon.com

Privacy Issues in the Internet Era

Most humans value their privacy. That is, they value access or control of information about themselves. They want to be the ones who decide who has access or control of information about themselves. They also want to be the ones who decide on what personal information to be given to whom. Privacy debate is about the access, control and use of information about persons without their knowledge or permission. It is also about the unauthorized use of these information for malicious or fraudulent ends. The privacy debate traces its origin to the early era of the printing of newspapers and photography when people asserted their rights to be left alone, and to be protected from the violation of their personality occasioned by the activities of journalists of that time (Privacy and Information technology, 2014).

Today, Internet raises a similar concern about privacy. This concern about privacy are varied and many (Paine, Reips, Stieger, Joinson, & Buchanan, 2007). This is because we are in the era of big data (Tene & Polonetsky, 2012). More and more people spend a lot of time online, and also have a lot of personal information in the Internet. Thus many Internet users are concerned about the unauthorized access, storage and use of their personal information. There is the concern about the control of this data by a few persons and their possible manipulation by unknown persons whose ethics may be questionable (Leonhard, 2014). There are moral reasons for a quest to ensure that one’s data is protected (Privacy and Information technology, 2014). They include “Prevention of Harm” (Privacy and Information technology, 2014): Unauthorized access to an individual’s data, location, passwords, personal characteristics and preferences can be used to harm the person. “Informational Injustice and discrimination” (Privacy and Information technology, 2014): Someone’s preferences or health records can be used, if it is accessed by unauthorized persons, to discriminate against such person. “Encroachment on moral autonomy” (Privacy and Information technology, 2014): Outside forces can manipulate the data they have on someone to influence the choices these individuals make (Leonhard, 2014). “Informational Inequality” (Privacy and Information technology, 2014): Since data has become a commodity, there is need for people whose data are used to be fairly rewarded for the use of their data, but they are not usually consulted or involved in this negotiation. Tene and Polonetsky (2012) summarizes some of these concerns beautifully when they explained that the “tasks of ensuring data security and protecting privacy become harder as information is multiplied and shared ever more widely around the world. Information regarding individuals’ health, location, electricity use, and online activity is exposed to scrutiny, raising concerns about profiling, discrimination, exclusion, and loss of control”.

In spite of the concern about unauthorized access and use of personal information online, others have argued that some unauthorized access and use of personal information may be reasonable and beneficial to the common good (Raicu, 2013; Tene & Plonetsky, 2012; Dinev, Hart, & Mullen, 2008). They explain that it is essential for security, prevention of more serious calamities, and improvement of services/products (like prevention of terrorism and the spread of contagious diseases or epidemic or improvement of drugs).

From the foregoing, it is obvious that there are great concerns about the use of private information without authorization. It is important that policies are set in place to ensure that these personal data are protected and secured. It is also critical that information that can be easily traced to individuals (and that may cause them harm when it is) should not be used without their explicit permission. Furthermore, given the growing importance and significance of data and big data, professionals with skills to access, store or control personal data should be held in higher standard of ethics (just as, for instance, doctors are expected to keep certain ethical standards). In the near future, carelessness with personal data could mean life or death.

However, for the sake of the common good, it is reasonable that some unauthorized access to individual data can be made use of (as long as this access will not be harmful or identified with the individual). Moreover, there should be stringent policies guarding such use. Furthermore, there should be possibility of redress for individuals if there is a negative impact on them of the use of their personal information.


Dinev, T., Hart, P., & Mullen, M. R. (2008). Internet privacy concerns and beliefs about government surveillance–An empirical investigation. The Journal of Strategic Information Systems, 17(3), 214-233.

Leonhard, G. (2014, December 6). Digital ethics and the future of humans in a connected world. Retrieved from https://www.youtube.com/watch?v=bZn0IfOb61U&feature=youtu.be

Paine, C., Reips, U. D., Stieger, S., Joinson, A., & Buchanan, T. (2007). Internet users’ perceptions of ‘privacy concerns’ and ‘privacy actions’. International Journal of Human-Computer Studies, 65(6), 526-536.

 Privacy and Information technology. (2014, November 20). Stanford encyclopedia of philosophy. Retrieved from https://plato.stanford.edu/entries/it-privacy/

 Raicu, I. (2013, February 4). The ethics of online privacy protection. Retrieved from https://www.scu.edu/ethics/privacy/the-ethics-of-online-privacy-protection/

 Tene, O., & Polonetsky, J. (2012, February 2). Privacy in the age of Big Data: A time for big decisions. Retrieved from https://www.stanfordlawreview.org/online/privacy-paradox-privacy-and-big-data/

Networked Workers: Opportunities And Challenges.

The Internet has come to stay. It has actually crept into various aspects of our lives knowingly or unknowingly. It influences the way we work, relate, talk, think and live. Organizations are also being affected by the existence of the Internet.

Opportunities and advantages of the Internet in the work place are many. Networked workers have the capacity to work on the go. When necessity calls, they are able to respond even if they are in the fields or half-way across the globe. Through the Internet, they can be reached, and through social network, they can make their contributions in real time, at an affordable cost. Internet makes telecommuting possible. According to Bednarz (2013) networked workers who work from home are more satisfied, contribute more working hours, and are more cost effective (they save money/time on transport, they save money on renting office spaces, they save time that could have been given to sick leave, etc).

There are also a number of challenges with the Internet and networked workers. First networked workers are more stressed since they carry their work about with them on their smart devices. Second, due to the changing nature of work requirements, especially in the face of automation of many blue collar and white collar jobs, networked workers must keep learning, and honing their skills and learning new skills to remain relevant. This is quite challenging and stressful. Third, with the rapid changes being brought by the Internet, there is an air of unpredictability hanging in the air in many organizations. Organizations do not know what new trend that may render them and their services irrelevant. Fourth, there is the concern that automation may take over a lot of blue and white collar jobs. This may lead to unemployment and social unrest ( Smith and Anderson, 2014). Fifth, it has been argued that telecommuting staffs tell more lies, and it is difficult to supervise and give practical feedbacks to such staff. Sixth, availability of the internet can lead to distraction (time spent on social media) and waste of time (time spent just surfing the immense information on the net). Seventh, the undiscerning can be easily misinformed on the Internet. It takes skill to sieve the huge information seen on the Internet.

The advantages of freely available internet access to workers are many. First, it helps the workers to be socially networked and encourages communication. With communication, work effectiveness, and social relationship is enhanced. Second, availability of the Internet encourages on-going learning. Many workers learn relevant skills on their own, at their pace in cost effective manner. This is advantageous to whatever industry they are in. Third, free Internet access for workers encourages staff to communicate and collaborate more. This leads to effectiveness and efficiency. Fourth, it encourages transparency and trust. It also encourages carrying people along. Through organizations’ social media account, they can collaborate and share ideas very effectively. Fifth, communication is very important in relationships. In a networked world, where workers cut across time zones, national and organizational boundaries, the internet provide the medium that enhance the building of relationships for effectiveness in the work place. Sixth, automation of a number of jobs may lead to more leisure time for humans (Smith and Anderson, 2014). Seventh, although job automation may lead to loss of some jobs, the advancement in technology will lead to the creation of newer job opportunities especially for those workers who learn to reeducate themselves and re-adapt.

One main opportunity inherent the above challenges is that the Internet offers the time needed to develop other important aspects of life that are valuable and meaningful. Smith and Anderson (2014) explain that “Many things need to be done to care for, teach, feed, and heal others that are difficult to monetize. If technologies replace people in some jobs and roles, what kinds of social support or safety nets will make it possible for them to contribute to the common good through other means?” Perhaps, it will create the opportunity for humans to focus in other important aspects of life like those listed above. Also, the automation of jobs will also give humans time to engage in and explore other important aspects of life like building relationships and pursuing other meaningful activities like spending time in developing human relationships. Furthermore, advances in AI will be helpful for the elderly and disabled in society by providing means that will help their better integration and access to things, and also, it will enhance their care (Smith and Anderson, 2014). For instance, self-driving cars will make it easier for the disabled, visually challenged or elderly persons to move around without hindrances. This will open up a lot of economic opportunities for them, and enhance their psychological well-being. Finally, the challenges posed by automation (unemployment) may present humans with the opportunity to re-organize society to find ways to better integrate and cater for the unemployed.

In general, I believe that there are a lot of opportunities inherent in the advancement being presented to us by the Internet. There are some challenges, but the opportunities are much. Humans will continue to find ways to reduce the problems posed by the challenges of technology, and strive to maximize the opportunities these technologies present.


Bednar, A. (2013, Feb. 28). Is Yahoo’s telework ban shortsighted or savvy? Data says both. NETWORKWORLD. Retrieved from http://www.networkworld.com/article/2163977/smb/is-yahoo-s-telework-ban-shortsighted-or-savvy–data-says-both.html

Smith A., & Anderson J. (2014, August 6). A1, robotics, and the future of jobs. PewResearchCenter: Internet, Science and Tech. Retrieved from http://www.pewinternet.org/2014/08/06/future-of-jobs/

Net, Leadership and the Future.

Weinberger (2011) argues that books are limiting and narrowly focused. Books fail to show the complexity and diversity and divergence of perspectives as the Net shows. What I got from Weinberger’s (Weinberger, 2014) talk is that the Net and big data give us the luxury of inclusiveness. This allows us the opportunity to see that knowledge is not edited out and lost or narrowed due to limitations of space (in books and old data) or focus (in books), but included. Weinberger sees this as very advantageous because a lot of knowledge that may be ultimately meaningful can be lost through filtering out. This is no longer necessary. Filtering only means that we need slightly more clicks to reach the information we need.

Husband (n.d.) defines wireachy as “a dynamic two-way flow of  power and authority, based on knowledge, trust, credibility and a focus on results, enabled by interconnected people and technolog.” He argues that this emergent approach to work is changing the organizational relationship and structure in the workplace. Thus, the traditional hierarchy model’s “command and control” is giving way to the “champion and channel” (Husband, n.d.) approach. This invites a leadership approach that is less authoritarian, and more socially collaborative in the Net across organizations, time zones and national boundaries. One of the skills that leaders and workers will need, given the diminishment of authoritarian and status-based authority will be emotional intelligence.

Gartner’s (2010) predictions about the nature of the work place in the future are reasonable. Due to advance in technology, the work that will be expected of humans will be the non-routinized ones because the routinized can be mechanized. Those with developed emotional intelligence will be in a better position in a work place that is fluid and not based on hierarchy.

From Gartner’s description, the workplace, highly influenced by the New will be quite effective. Technology will drive this effectiveness, and swarms (teams) will easily emerge to respond to urgent tasks. The network engendered by the Net will help people be more effective by collaborating across previously difficult divides. However, this work place has its weaknesses. This weakness includes possible stress and over-work since technology makes people work more. Furthermore, it may blur the divide between a work and family/private life since work may be done from anywhere. The fluidity of the work place where teams (swarms) emerge and disappear may not encourage deep relationships in the work place and may discourage fulfillment that comes with these types of relationship. This can cause more turnovers.

One of the immediate impacts of the changing workplace environment is the fact that workers are being expected to learn more and more new skills to help them become relevant in a workplace where technology is becoming more and more important. Dishman (2016) points to this. From my experience and those in my organization, people are seeking out relevant training in the Net and taking these trainings online.


Dishman, L. (2016, December 15). These are the top 5 workplace trends. FC LEADERSHIP. Retrieved from https://www.fastcompany.com/3066605/the-future-of-work/these-are-the-top-5-workplace-trends-well-see-in-2017

Gartner identifies six. (2014, May 21). Gartner. Retrieved from http://www.gartner.com/newsroom/id/2745517

Gartner says the world of work. (2010, August 4). Gartner. Retrieved from http://www.gartner.com/newsroom/id/1416513

Husband, J. (n.d.). What is wirearchy? Retrieved from http://wirearchy.com/what-is-wirearchy/

Weinberger, D. (2014, October 22). David Weinberger on the power of the internet. Retrieved from https://www.youtube.com/watch?v=iPXmEh24KXA&feature=youtu.be

Weinberger, D. (2011). Too big to know: Rethinking knowledge now tht the facts aren’t the facts, experts are everywhere, and the smartest person in the room is the room. [Kindle version]. Retrieved from Amazon.com

Internet and Knowledge Management

I agree with Weinberger (2011) that the growth of the internet, and the humongous access to information it places at our fingertips, is undermining the idea of “experts” since knowledge now resides in the internet not only in books or libraries. The approach to knowledge where experts are repositories of knowledge that are sought after is fast changing. Dixon argues that the way knowledge management (KM) is perceived by KM professionals determines the KM strategies these professionals design (Dixon, 2009, May 2). In the first stage, about 1995, knowledge was thought to be collectable and storable. Organizations sought to store the knowledge of experts and give people/staff access through best practices. Companies developed best practices as gathered by experts that all can go to, as repository of knowledge, to use. But this failed to gather all knowledge and left out knowledge in people’s head, situational and contextual knowledge, and disempowered people who feel that their own knowledge was not taken seriously. In the second stage, by the 2000s, KM professionals realized that knowledge existed, not just in experts, but also “in the heads of the people who are on the frontline” (Dixon, 2009, May). These highlighted the importance of “communities of practice” (Dixon, 2009, May) or frontline workers in the field and encouraged the connection of people so that they can learn from each other. In the third stage, about 2005 according to Dixon, knowledge was thought to be collective. It involved the diversity of knowledge and encouraged access of this knowledge through discussions/conversations in both face-to-face and virtual mediums (Dixon, 2009, July). To respond to the challenges that KM professionals face today in their field, Dixon (2009, July) suggests “cognitively diverse perspectives”, “integration” and “diversity”.

Harold Jarche (2010) emphasized the import of social learning and the advantage organizations that emphasized these have. Jarche (2016) argued that more and more people are learning online, and taking responsibility for their own on-going learning. This kind of learning is easier to remember and it is more contextually relevant.

Davenport (2015) explained that knowledge management is dying and getting out of vogue. He listed a number of factors that were responsible for this. But, the one he mentioned that aligned with the earlier arguments of Dixon (2009, May 2; 2009 May 10; 2009, July; 2012) and Weinberger (2011) is the part that technology is playing in undermining an approach to Knowledge Management that fails to integrate the import of data. Although I lack Davenport’s expertise, I believe that knowledge management may not be dying the way he explained it, but changing in its focus, appellation and the way people (not just KM professionals) perceive it. People may not be searching for KM, but may be searching for moderators of online forums. These managerial skills aligns with some of the skills that Dixon (2012) argues are necessary in the third era. In this sense, KM will now more involve the management of social networks of knowledge through creating and coordinating the environment through which these happen (see examples given by Weinberger, 2011).


Davenport, T. (2015). Whatever happened to knowledge management. The Wall Street Journal. Retrieved from http://www.tomdavenport.com/wp-content/uploads/Whatever-Happened-to-Knowledge-Management.pdf

Dixon, N. (2009, May 10). Knowledge management: Where we’ve been and where were we’re going – Part two. Retrieved from http://www.nancydixonblog.com/2009/05/knowledge-management-where-weve-been-and-where-were-going—part-two.html

Dixon, N. (2012, August 8). The three eras of knowledge management. Retrieved from http://www.nancydixonblog.com/2012/08/the-three-eras-of-knowledge-management.html

Dixon, N. (2009, May 2). Where knowledge management has been and where it is going – Part one. Retrieved from http://www.nancydixonblog.com/2009/05/where-knowledge-management-has-been-and-where-it-is-going-part-one.html

Dixon, N. (2009, July 30). Where knowledge management has been and where it is going – Part three. Retrieved from http://www.nancydixonblog.com/2009/07/where-knowledge-management-has-been-and-where-it-is-going-part-three.html

Jarche, H. (2010, February 24). A framework for social learning in the enterprise. Harold Jarche. Retrieved from http://jarche.com/2010/02/a-framework-for-social-learning-in-the-enterprise/

Jarche, H. (2016, December 8). Closing the learning-knowledge loop. Harold Jarche. Retrieved from http://jarche.com/2016/12/closing-the-learning-knowledge-loop/

Weinberger, D. (2011). Too big to know: Rethinking knowledge now tht the facts aren’t the facts, experts are everywhere, and the smartest person in the room is the room. [Kindle version]. Retrieved from Amazon.com

TED, TED Ed,Technology and Leadership.

Every day, very many technology tools are produced. The rapid change of these technologies can be overwhelming at times. An organizational leader needs to be aware of some of these new technologies in order to introduce the relevant ones to their organization. Jane Hart (2016) listed 200 such technological tools in 2016. Many of these tools are useful in leadership and education. For today’s blog, I shall reflect on TED and Ted Ed.

It is said that there is no force on earth as powerful as an idea whose time has come. TED is based on the premise that “ideas have the power to change attitudes, lives, and ultimately the world” (TED Ed, n.d.). TED is a non-partisan and non-profit organization interested in “spreading ideas, usually in the form of short, powerful, talks (18 minutes or less)” (TED, n.d). The acronym TED stand for Technology, Entertainment and Design. TED originated from a technology, entertainment and design conference in 1984. Currently, TED organizes talks (TED talks), special events in communities around the globe (TEDx), and online educational lessons (TED Ed). Thus, TED is a platform that allows people to share their world-changing ideas with the world. TED is a Web 2.0 platform as described by O’Reilly (n.d). First, because it is a platform that depends on different people contributing to it, sharing ideas, assessing its repository of knowledge and popularizing the best/better talks and educational uploads. Second, because TED is designed to be assessable in a multiple of devices as well. Third, TED and TED Ed encourage download and reuse of its resources with minimal or no restrictions. Thus, by aggregation of use and view, popularizing and sharing the better and best ideas, the ideas that can shape attitudes and world naturally emerge.

One of the most watched talks on TED is on education. TED Ed provides a platform for teachers who have very good lessons to present their lessons and make best taught lessons accessible, not just to a classroom somewhere in the middle of nowhere, but literarily accessible to the whole world or any student or teacher with access to the internet.

As a trustee of an educational institution, TED Ed provides model lessons for teachers in our institution to learn from. As a matter of fact, the principal of the school I am a trustee teaches chemistry and have found model chemistry lessons from TEDEd both helpful to him and insightful/enjoyable for students. Moreover, TED and TED Ed provide opportunities I can encourage my staff to contribute to, in an attempt to add to its shared repository of knowledge. This will continue to help the internet flatten (Friedman, 2007) the world by seeing that most knowledgeable teachers and lessons are accessible to more students. Furthermore, students from any part of the world, in any university or school, can understand concepts better from the best and most experienced professors, professionals and teachers. TED provides an avenue, for me as a leader and an educational leader, in collaboration with our Human Resource departments to provide on-going formation in leadership and education for staff in our organization. This is because TED has very insightful and cutting edge ideas on various spheres of leadership and administration from some of the most insightful and knowledgeable individuals in this field.

The disadvantage, which is indirect, that I notice, is that there are many parts of the world where access to the internet is impossible. There are many good teachers (and even non teachers) whose lessons will never make it to TED Ed. There are many good ideas, that due to access to the internet, will never be able to share with the world. Furthermore, there are many students who lack access to the internet. As a result, they will never have access to TED or TED Ed and benefit from their repository of knowledge. Thus, invariable, TED Ed continues to encourage and contribute spiky (Florida, 2005) or uneven access to the world’s repository of knowledge. Those with access to the internet and its related technology will benefit from TED and TED Ed. Also, those with access to technology and internet will be allowed to make their voices and opinions heard. As TED explains, these voices and ideas will continue to shape our global values. But the ideas of those whose voices are not heard, will be lost. Their ideas, will fail to affect the world’s values. And some of their beautiful ideas will die with them.

It has been argued that the extremism we see in the world today, and the reactions against globalization in the rise of nationalism, is the result of lopsided approach to globalization. That is, when global values are being affected by those of the few perceived “outside” values. There is a great need for the voices of the many (especially those whose voices are not heard) to be heard so that the values influencing globalization is truly global.


Florida, R. (2005). The world is spiky: Globalization has changed the economic playingfield, but hasn’t leveled it. Atlantic Monthly, 296(3), 48.

Hart, J. (2016). Top 200 tools for learning 2016: Overview. Retrieved http://c4lpt.co.uk/top100tools/
Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. [Kindle version]. Retrieved from Amazon.com
Robinson, Ken. (n.d.). Do schools kill creativity? Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

TED. (n.d.). TED: Ideas worth spreading. Retrieved from https://www.ted.com/about/our-organization

TEDEd. (n.d.). About TED Ed. Retrieved from http://ed.ted.com/about