education | Paul Wallbank - Communications Professional

Stemming the Innovation drought

Science, Technology, Engineering and Mathematics studies are essential to the future economy a PwC study shows.

When discussing how industries are changing, the constant question is ‘what will happen to today’s jobs?’

Even in the Future Proofing Your Business webinar earlier this week this question was asked by a number of the small business owning listeners.

That concern forms the basis of the “A smart move: Future-proofing Australia’s workforce by growing skills in science, technology, engineering and maths” report released by accounting firm PwC yesterday in Sydney.

PwC’s report warns 44 per cent of current Australian jobs are at high risk of being affected by computerisation and technology over the next 20 years.

The report highlights that Science, Technology, Engineering and Maths (STEM) subjects are critical in the jobs that are going to benefit, or be created, by that technological change.

Finding the right courses

Sadly for Australia, and most of the western world, STEM courses are deeply out of fashion with students preferring to study in business related courses such as accounting, commerce and law.

As PwC flag, those industries are at risk with accounting at the top of the list for job losses.

On the other hand, PwC forecasts professions in health, education, personal care and – worryingly – public relations will be in increased demand. Something that may underestimate the effects of technology on those industries.

Competing with STEM

PwC’s main contention is that economies which want to compete in the new economy are going to need more STEM graduates.

The shift to STEM education is something the OECD highlighted in its recent report, OECD report How is the Global Talent Pool Changing?

In their report the organisation forecast that the number of students studying around the world would increase from 130 million today to 300 million by 2030 with all of that growth being in Chinese and Indian STEM courses.

Already that science and engineering emphasis is clear in today’s numbers.

To counter the drift away from STEM courses among students, PwC suggests a campaign to engage young people while they are still at junior school.

The Australian conundrum

Sadly, that’s unlikely to work in Australia given the nation’s economy is built upon property speculation driven by the wealth effect of rising real estate prices.

Two nights before the PwC report one of the highest rating shows on Australian television came to its 2015 finale. The Block, which features couples renovating and flipping properties, finished its season the apartments being sold at auction at record prices and the contestants pocketing between 600 and 800,000 dollars for a few month’s work.

For young Australians the message from their parents and society is clear; don’t innovate, don’t create, just buy as much property as you can afford.

In the US on the other hand, the business heroes are the builders of new enterprises; people like Steve Jobs, Elon Musk, Bill Gates, Mark Zuckerberg and the founders of Google.

Other countries like Israel, India and China, are aspiring to be the next generation of tech leaders. That’s what’s necessary to build a dynamic economy.

Creating enduring jobs

As the PwC report claims, “the jobs most likely to endure over the next couple of decades are ones that require high levels of social intelligence, technical ability and creative intelligence”

Harnessing that combination of social, creative and technical intelligence is going to be one of the challenges for all economies in a decade of change.

Getting the supply of STEM skills right will be essential for success for all countries at a time when digital technologies will drive most industries.

Los Angeles finds the limits on school computers

Los Angeles finds the limits of computers in schools, this might be a good thing for the education tech sector.

Two years ago the Los Angeles school board proudly announced a $1.3 billion project to roll out iPads in some of its more disadvantaged schools.

Now the contract has collapsed and the school board wants the money back from Apple and its partner, education publisher Pearson.

It seems the program’s big problem was the software with Pearson supplying a poor product that was unusable for students.

What we may well be seeing though is the end of the obsession politicians and education bureaucrats have with technology, something that ran ahead of teachers’ skills to use the tools and the capabilities of those tools – as we see with Pearson.

Perversely though this may be the time that education technology starts to flourish as the sector falls into what Gartner describes as the ‘pit of disillusionment.’

Parenting in the connected household

Computers and the internet have changed our home lives, how do we manage being a parent in the connected household?

One of the challenges for parents in connected households is managing how kids use their screens, a survey released by Telstra this week is a good reminder of how parents create an example for children when it comes to computer usage.

In December last year the telco ran an online survey asking Australian adults and children about their use of technology devices with 1,348 parents and 507 Australian children aged 12-17 responding.

Sadly the survey isn’t available online however the parents were scathing of their own performance with two thirds of the parents believing they’re not good role models when it comes to device usage. Interestingly, half the kids believed their parents were.

A generational shift

If anything, this survey describes the shifting generational changes with parents unsure about how they should be managing computers in their home, something that isn’t helped by inconsistent messages about internet and technology use coming from schools – “I need it for my homework” is the constant cry from teenagers when the computer or router is shut down.

More concerning is how many kids are on the computer late at night with the survey showing 74 per cent of children use their device between 9pm and midnight on school nights, with 39 per cent falling asleep while using their device.

How we use our computers is setting an example to our kids says Telstra’s Cyber Safety Manager, Shelly Gorr who points out the survey is a reminder to parents that they’re a key influencer on their children’s online behaviour.

“Children model their parents’ behaviour so it’s only natural for them to copy the example set by their mum or dad in relation to the way they use their device,” Gorr said. “So, for example, if it’s important to you that mealtimes are device-free, make sure you put your mobile away during dinner because children are happier if everyone in the family follows the rules.”

Gorr suggests the following tips to help manage kids’ computer time;

1. Agree limits

Talk to your children about the amount of digital time they’re living and then, based on what you agree is a healthy balance, set ‘switched off’ times of day. Help your children create a media use roster allocating blocks of time for homework, chores and their screen time.

2. Be an offline supporter

Support and encourage your kids in activities that don’t involve a digital device. A ball game or reading a book are all great ways to show kids how they can enjoy themselves without a mobile, tablet or computer.

3. Set family rules

Make sure you’re seen as a positive example. Do you want the dinner table to be a device-free zone? If so, then have everyone (including Mum and Dad) turn off their mobile phones and devices during dinner, or when taking part in family activities. Children are happier following rules if everyone in the family plays by them.

4. Turn off devices before bedtime

Lack of sleep can affect alertness, concentration and memory. For a better night’s sleep try encouraging children to switch off at least one hour before bedtime. Create a charging station and charge all household devices in the one spot overnight.

5. Make the most of parental controls

Many parental controls tools allow you to set time-of-day restrictions on children’s device usage. We recommend Telstra Smart Controls® for mobile devices and Telstra Online Security for your home network.

6. Consider the difference between types of screen time

Not all screen time is created equal. Think about the differences between using a device for homework or creative expression versus using it for passive entertainment.

One of the things that becomes clear when talking to researchers about household computer use are the changes in the family dynamic and the differences in the way age groups use technology. It’s not surprising we’re all struggling with this given the magnitude and speed of change.

The limits of big data

A story of lost school books illustrates the limits of big data

A story in the Atlantic – Why Poor Schools Can’t Win At Standardized testing – illustrates the limits of Big Data.

When Meredith Broussard tried to computerise the text book inventory of her son’s school district she found the project limited by poor systems, fragmented record keeping and siloed management.

Broussard found the records were manually collated, collected on Microsoft Word documents and emailed to an under resourced office that entered details into an Excel Spreadsheet.

The Philadelphia schools don’t just have a textbook problem. They have a data problem—which is actually a people problem. We tend to think of data as immutable truth. But we forget that data and data-collection systems are created by people.

The human factor is a key limitation with any technology; if people aren’t collecting or using data properly than the best computer system in the world is useless. Garbage In, Garbage Out is a long standing IT industry saying.

Management systems are more than computer networks, they go to the very core of an organisation’s culture which in itself is probably a better indicator of how well a company or institution will survive the current period of change.

Were the Philadelphia public school system a business it would be a very good example of a company on its way to being digital roadkill, that it’s an educational network should worry anybody concerned about the economy’s future. That’s a bigger issue than Big Data.

An era of exponential innovation

Deloitte Center for the Edge founder John Hagel talks about our era of exponential innovation.

“How do we move to an exponential approach to innovation” asks John Hagel, Director of Deloitte’s Centre for the Edge in the latest Decoding the New Economy video.

The Centre For The Edge is Deloitte’s Silicon Valley based think tank that identifies and explores emerging opportunities related to big shifts that are not yet on the senior management agenda.

John tells us how the cycles of change and innovation have varied over the last thirty years in the industry; “the biggest thing for me is that nothing is stabilising. I often go back into history and look at things like electricity, the steam engine and the telephone – all hugely disruptive to business practices.”

“But the interesting pattern is they all had a burst of innovation and then a levelling off,” says John . “You could stabilise and figure out how to use all this technology.”

“With digital technology there is no stabilisation.”

That lack of stabilisation leads to what John has termed ‘exponential innovation‘ where he sees business and education being rapidly transformed as technology upends established practices and methods.

Healthcare, financial services and “any industry that has a high degree of information content ” are the sectors currently facing the greatest challenges in John’s view.

John sees the solution for businesses and managers in looking at the current era not as a time of technology innovation but of institutional innovation. That institutions, like companies, have to reinvent how they are organised.

Reinventing well established companies or centuries old bureaucracies is a massive challenge, but if John Hagel’s view is right then that radical change to institutions is what is going to be needed to face a rapidly changing society.

Bank image by Ben Earwicker, Garrison Photography of Boise, ID through sxc.hu

Do kids really need laptops in school?

Computers are seen as essential to education, but are we mistaking the tools for the methods.

Are laptop computers really essential to educating our kids? Fairfax media reports this weekend that the Australian Federal government’s laptops in education scheme is near collapse.

What stands out from the story are the quotes from educators;

Chatswood High School principal Sue Low said her school was providing laptops to students in year 9 but the uncertainty over future plans was unsettling.

“Laptops are now just as much of the culture of education as are pens and paper,” she said. “To not have certainty over how we will administer laptops to our students is very disruptive, and we need that certainty as soon as possible.”

Some schools have come up with their own solution to the problem. One NSW school has made arrangements with a private provider under which parents can buy a laptop for $1341 or rent-to-buy for $90 with monthly payments of about $50.

That computers are important is not a debate, but are we putting to much emphasis on the tools and not enough on what education is trying to achieve?

One educator said a decade ago that they could teach an 80 year old to use a computer in a few hours, but an illiterate 15 year old may be lost for life. This is truer today than it was then.

Computers are flooding our lives with information and the tools to gather that information are intuitive and don’t need 12 years of school to master.

What we are all need are the critical and mathematical skills to filter out the dross and misinformation that floods onto our screens.

Old and young have the belief that if something is on the web, then it must be true. The biggest challenge for parents and teachers with the web is convincing kids that cutting and pasting huge slabs of Wikipedia into an assignment isn’t research.

Not that this is just a problem in the classroom – plenty of politicians, business leaders and time poor journalists have been caught out plagiarising Wikipedia and other websites.

In recent times I’ve been to a lot of ‘future of media’ events where the importance of ‘data journalism’ has been raised. What really sticks out listening to these is how poorly equipped both young and old journalists are to evaluate the data they’ve gathered.

This isn’t just a problem in journalism – almost every occupation needs these skills. We could argue those skills are essential for citizens who want to participate in a modern democracy.

Computers, and coding skills, are important but we risk giving students the skills of today rather than giving them the foundations to adopt the skills of tomorrow.

We also risk making technological choices that risk education departments, schools and kids being locked into one vendor or system.

Giving every child a laptop is not a replacement for them having the critical, literacy and numeracy skills to participate in 21st Century society.

2UE Weekend Computers, 22 December 2012

Paul Wallbank and Seamus Byrne stand in for Trevor Long to talk technology, computers and the internet on Radio 2UE Weekends.

Seamus and I said we’d get back to listeners from the show, those answers can be found at the Standing in for Trevor Long post.

This Saturday from 3.10 pm Seamus Byrne and myself will be standing in for regular guest Trevor Long to discuss tech with John Cadogan on Radio 2UE.

We’ll be taking calls on the Open Line, 13 13 32 or tweet to @paulwallbank while we’re on air.

Some of the things we’ll be covering include;

Instagram and the backlash from people concerned about their lack of control over how companies like Facebook use their images.
A 2011 survey of American parents by Common Sense Media has found that 39 per cent of two to four-year-olds have used digital media such as smartphones and iPads. Now Fisher-Price has a line of iPad and iPod baby protectors.
Children are using technology almost from birth, what are the safe levels for kids using iPads and other computers?
Sydney bus passengers can now access mobile phone apps that let them know how far away their next bus is. We look at some of the more popular ones.
What are some of the gadgets that make great Christmas gifts.

Your views, comments or questions are welcome so don’t be shy about calling in.

Australia in the Asian Century – Chapter Six: Building capabilities

How can Australia build a productive workforce to take advantage of the Asian Century

This post is one of the series of articles on the Australia in the Asian Century report.

Of all the chapters in the Australia in Asian Century discussion paper, Chapter Six has probably attracted the most opprobrium because of the fine words which haven’t been matched by government policy and action.

Parts of this chapter have a strong “school marm” tone as it tries to mandate the composition of company boards or the locations of where students will study. Overall though, most of the objectives are either motherhood statements, impractical or at odds with the actions of both state and Federal governments.

National objective 9. To build the capabilities of Australian students, Australia’s school system will be in the top five schooling systems in the world, delivering excellent outcomes for all students of all backgrounds, and systematically improving performance over time.

By 2025, Australia will be ranked as a top five country in the world for the performance of our students in reading, science and mathematics literacy and for providing our children with a high?quality and high?equity education system.

By 2015, 90 per cent of young Australians aged 20 to 24 years will have a Year 12 or equivalent qualification, up from 86 per cent in 2010.

While these objectives are worthy, there’s little discussion of exactly how this will be achieved beyond broad statements. Again it’s notable that these aspirations are being laid out at a time when funding is being cut and staff retrenched in both state and Federal government education departments.

National objective 10. Every Australian student will have significant exposure to studies of Asia across the curriculum to increase their cultural knowledge and skills and enable them to be active in the region. All schools will engage with at least one school in Asia to support the teaching of a priority Asian language, including through increased use of the National Broadband Network.

Says who? Who exactly is going to force a school to engage with at least one school in Asia? These are the sort of broad brush statements that detract from the report.

These kind of statements are the “thought bubble” approach to policy that marks much of what passes for governance in Australia today and such poorly thought out programs end up at best wasting money. At worst, the unintended consequences of a ‘policy’ thought up on the back of beer mat end up causing more damage than good.

Such a program could work well if properly thought out and integrated properly into the long term curriculum of the students but it would take proper leadership from state and Federal education ministers.

National objective 12. All students will have access to at least one priority Asian language; these will be Chinese (Mandarin), Hindi, Indonesian and Japanese.

This is good and fair, but is something that was supposed to have been put in place thirty years ago. Instead the proportions of students studying Asian languages has steadily dropped.

As newspapers have reported there are barely a dozen Hindi language teachers in New South Wales, so the priority needs to be training teachers to deliver the courses.

Such inconvenient logistical problems are an excellent example of those well meaning but poorly thought through “thought bubbles.”

National objective 12. Australia will remain among the world’s best for research and teaching in universities, delivering excellent outcomes for a larger number of Australian students, attracting the best academics and students from around the world and strengthening links between Australia and the region.

By 2020, 20 per cent of undergraduate higher education enrolments will be people from low socioeconomic backgrounds, up from 17 per cent in 2011.

By 2025, 40 per cent of all 25 to 34?year?olds will hold a qualification at bachelor level or above, up from 35 per cent in 2011.

By 2025, 10 of Australia’s universities will be in the world’s top 100.

A larger number of Australian university students will be studying overseas and a greater proportion will be undertaking part of their degree in Asia.

This objective really smacks of poorly thought out ideas on the run and illustrates starkly the differences between the well meaning objectives and the behaviour of governments.

It’s almost impossible for ten of Australia’s universities to make it into the more reputable measure of top 100 universities when for the last three decades research and post graduate programs have been slowly strangled by falling government funding.

Even if a Gillard government were to change that trend, it’s unlikely Australian universities could make up the lost ground in 13 years.

Mandating that “a larger number of Australian university students will be studying overseas and a greater proportion will be undertaking part of their degree in Asia” is nice but who is going to force students to study overseas and specifically in Asia?

More to the point, what are notoriously conservative Australian employers going to do with all these graduates of Asian universities?

National objective 13. Australia will have vocational education and training systems that are among the world’s best, building capability in the region and supporting a highly skilled Australian workforce able to continuously develop its capabilities.

By 2020, more than three?quarters of working?age Australians will have an entry?level qualification (at Certificate III level or higher), up from just under half in 2009.

Australia’s vocational education and training institutions will have substantially expanded services in more nations in the region, building the productive capacity of the workforce of these nations and supporting Australian businesses and workers to have a greater presence in Asian markets.

Given the week before the Gillard government cut apprenticeship funding and the NSW government announced it was further emasculating its state TAFE system a few days after the report was released, this objective can be treated purely empty words.

Business capacity

One of the reasons why Australia engaged so little with Asia over the last twenty five years is because the business community became focused inwards rather looking for opportunities in foreign markets. So the idea of getting more Asian experience into boardrooms is laudable but the solutions proposed impractical.

National objective 14. Decision makers in Australian businesses, parliaments, national institutions (including the Australian Public Service and national cultural institutions) and advisory forums across the community will have deeper knowledge and expertise of countries in our region and have a greater capacity to integrate domestic and international issues.

One?third of board members of Australia’s top 200 publicly listed companies and Commonwealth bodies (including companies, authorities, agencies and commissions) will have deep experience in and knowledge of Asia.

One?third of the senior leadership of the Australian Public Service (APS 200) will have deep experience in and knowledge of Asia.

This objective has drawn a lot of scorn from the business community and for good reason – how is a Federal government going to mandate that a third of the ASX200 will have “deep experience and knowledge of Asia”?

While the aim of having a third of the senior public service possessing Asian experience is worthy, this is almost impossible given the deadline for this is thirteen years away, any bureaucrat hoping to have “deep experience and knowledge of Asia” would have had to have been working on it for the last five or ten years. If this program isn’t in place now, it isn’t going to happen.

Society

Probably the biggest strength of Australia as a nation is in its diverse and relatively tolerant society so this section of the report is notable for what it misses in opportunities.

National objective 15. Australian communities and regions will benefit from structural changes in the economy and seize the new opportunities emerging in the Asian century.

Another worthy aim and its notable that the region cited in the case study is Darwin, a city whose economy is being wildly distorted by the LNG boom which is driving up prices and labour costs. If anything Darwin is an example of Australia turning its back on opportunities and focusing on a quick, resources driven buck.

National objective 16. By preserving and building on our social foundations, Australia will be a higher skill, higher wage economy with a fair, multicultural and cohesive society and a growing population, and all Australians will be able to benefit from, and participate in, Australia’s growing prosperity and engagement in Asia.

Cant and motherhood statements as one would hope all government seek to build a fair and cohesive society on our social foundations. It’s interesting that much of the poorly thought out, short term tactics by publicity hungry politicians probably does more to damage Australia’s institutions than other factors.

Overall this chapter deserves to have drawn the most criticism with its motherhood statements and wholly unachievable aims.

Most disappointingly, it skates over Australia’s diverse workforce and provides no ideas on how to harness the talents of the country’s ethnic groups in building ties and improving the nation’s skills.

Image of the Harbin Snow and Ice Festival from EmmaJG on Flickr

Disrupting the education ripoff

Old established ripoffs are being disrupted as technology and the economy changes.

British Columbia’s government has announced they are going to make most undergraduate textbooks free online or printed at low cost as part of their BC Campus program.

One of the first lessons for university students is that they are going to be robbed at the campus bookshop – text books are one of the greatest rorts on the planet.

This scam takes several forms with faculties stipulating the latest editions as course material through to individual professors having a nice little earner in demanding their, often poorly written and out-of-date, textbooks being essential reading for any unfortunate student taking their classes.

Naturally all of these books are sold at eye wateringly high prices far in excess of what equivalent texts are selling for outside the university bookshop.

Given all of this it’s no coincidence that the publishers who specialise in academic texts have been the least affected by the online models that have undermined the business models of the mainstream book sellers.

Over the years there’s been a range of business ideas to setup exchanges to circumvent this legally sanctioned extortion racket and most have failed as the universities and faculty members have protected their cash cows with various tricks to prevent students from buying reasonably priced textbooks.

That British Columbia’s government now sees that this is a barrier for cash strapped and debt ridden students is an encouraging sign and one that recognises the 1990s model of treating students – particularly international students – as easy money is over.

For the Canadian and Australian education sectors which had come to depend upon an expensive “bums on seat” model of financing their faculties, the waves of change and competition is now threatening them.

Probably the biggest threat to this model is from the top tier universities offering courses online. This is radically changing higher education as it’s making it easier for poorer people to access the best institutions.

For the second rate institutions, this means they have to be providing real value for the fees they charge. A certificate purporting to be a degree is not going to be good enough.

While it’s too early to call the end of the textbook ripoff – people don’t let juicy little rorts go easily – its days are numbered. Although we may find the old scams replaced by something DRM related.

Image from Visual Notes of Honourable John Yap’s announcement at #opened12 / Giulia Forsythe / CC BY-NC-SA

Risk free fallacies

Can we really build a risk free world?

One of the conceits of the late Twentieth Century was that we can engineer risk out of our lives.

Derivatives like Collateral Debt Obligations were thought to overcome financial risks, think contracts would eliminate business risks and wise central banks would massage the economic cycle to banish the risks of economic crises.

In schoolyards, the kids are banned from doing cartwheels and playing ball games – in response to a recent edict prohibiting physical activity at a local school an education department spokesman said the ban was to prevent, and not in response to, playground injuries.

So nothing’s happened to provoke a ban, just someone decided there was risk and the first reaction is to eliminate it rather than manage it.

In a litigious society where a culture of blame has developed this reaction is understandable. If a kid gets hurt in the playground then the parents might blame the teacher and one should be under no illusion that in the NSW state education system, the industrial concerns of teachers will always trump the welfare of students.

So the cartwheels must stop.

The strange thing with our culture of blame is that when something goes seriously wrong, such as the implosion of the banking system due to greed and misunderstanding of risk, no-one is held responsible.

For lawyers, this culture is understandable. After all, their job is to warn clients of legal risks and it’s true that every time we walk down the street or jump in our car we might make a mistake that could see us in court.

But we learn to manage that risk and we accept the odds every time we choose to drive down to the supermarket.

The danger in believing we can eliminate risk is that removing one element of risk often results in unexpected consequences – they are even more unexpected when you don’t understand the risks in the first place. CDOs and the shadow banking system are a good example of this.

Government seek to pass laws eliminating risks and in doing so create new risks, particularly when the Acts they pass are poorly written and badly thought out.

There is always the question of what risk we are addressing – in the modern corporatist political system, the PR risk to a government always takes priority over a real risk to citizens. Passing a law to protect the minister’s backside might make life more risky for others.

As helicopter parents, always hovering over our children and blaming teachers, schools, neighbours and other parents when something goes wrong, we’re creating a whole set of risks we don’t understand.

For politicians, managers and leaders their main responsibility is to manage risk, not pretend it’s been eliminated by the latest memo, law or silly schoolyard ban.

Transparent falsehoods

Openness is more than a buzzword and organisations have to do more than shutting down bloggers.

Transparency, openness, innovation and entrepreneurialism are all popular buzzwords, but do organisations really value these attributes?

At a cloud computing conference this week I sat in on an innovation presentation. Almost everyone in the room was wearing a dark suit.

Despite their dress, most of those folk desperately wanted to be ‘innovative’ and almost all of them worked in organisations that would really benefit with a dash of genuine creative thinking.

I thought of that conference when reading of the attempted shutting down of a primary school student’s food blog by her local education authority.

The saga of the Never Seconds food blog illustrated the classic responses of managers when faced with something they can’t control – shut it down on whatever grounds you can find.

In the case of Never Seconds it was because the food service staff feared they would lose their jobs. Bless the council for caring so much about their staff.

As always in these situations, it was an opportunity missed to promote the school district and improve the services they provide.

Never Seconds is also a great place where other school students shared their school lunches. It is a great idea to promote healthy eating for kids.

Thankfully the Argyll and Bute Council relented on their ban and the Never Seconds blog is back for lunch.

Educators around the world talk about promoting children’s curiosity and creativity yet when a child expresses them in a way that threatens staff or bureaucrat power, they are quickly slapped down.

The same happens in the workplace, most organisations will treat truly innovative and original thinkers like the naughty children they probably were.

For too many organisations – businesses, political parties and even schools – words like innovation, creativity, openness and transparency are just empty buzzwords.

The real digital divide

We’re often told that there’s a divide between the “digital natives”, those who grown up with computers, and the “digital immigrants”, those who’ve had to learn about computers. In reality this isn’t true, the real digital divide is about being prepared to learn and explore the possibilities being opened up every day by the Internet and computers.

The real digital divide isn’t between the young and the old; it’s between those who are prepared to explore new technologies and those who hide from change.

We’re often told that there’s a divide between the “digital natives”, those who grown up with computers, and the “digital immigrants”, those who’ve had to learn about computers.

In reality this isn’t true, the real digital divide is about being prepared to learn and explore the possibilities being opened up every day by the Internet and computers.

I was reminded of this shortly before Christmas when talking to a group of forty year old business owners who dismissed Internet tools like Twitter and LinkedIn out of hand – “a waste of time” “just for kids” and “I tried and received Chinese spam” being a few of the objections.

The contrast is the Australian Seniors Computer Clubs Association who prove you’re only as young as the computers you tinker with. These seniors, some of whom were retired well before computers became commonplace, are prepared to explore and discover possibilities that change their lives and the lives those around them.

The forty somethings all had successful businesses and they were the first to admit mobile phones, email and websites had changed the way they work. Yet nearly half of them didn’t have a website for their own business; a statistic consistent with business surveys that find almost 50% of small enterprises don’t have a website.

In many respects these businesses and their owners are reminiscent of the handloom weavers of the early 19th Century. At first technology worked in their favour and pushed wages up but as industrialisation continued they found their skills redundant and incomes falling. Eventually their trades and businesses disappeared; which is what will happen to complacent companies and industries in today’s industrial revolution.

A similar thing is happening to society and individuals. While you won’t disappear if you aren’t using the net, those who won’t will find it harder to do pay bills, communicate and simply get things done. Eventually they’ll find themselves marginalised as not being connected will make it harder for family and friends to keep in touch.

All of this is unnecessary, it’s just a matter of being prepared to try and to give something a go. The real digital divide is between those who choose to give things a go and those who don’t.