The World is flat
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The document discusses globalization and how the world has become flat due to connecting technologies. It identifies three eras of globalization and explains that countries, governments, and individuals now have more power due to connectivity. Ten factors that flattened the world are provided, including the fall of the Berlin Wall and the rise of the internet. The document warns that people must keep adapting to stay competitive and engaged or risk being left behind as the digital natives become restless.
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The World is flat
- 2. The World is FlatThe World is Flat The Natives areThe Natives are RestlessRestless
- 3. The World IsThe World Is FlatFlat Thomas FriedmanThomas Friedman
- 4. 3 Great Eras of3 Great Eras of GlobalizationGlobalization
- 8. Countries & GovernmentsCountries & Governments 1.01.0 CompaniesCompanies 2.02.0 IndividualsIndividuals 3.03.0 Command & ControlCommand & Control vs.vs. Connect & CollaborateConnect & Collaborate
- 10. 11/9/11/9/8989 Berlin Wall & WindowsBerlin Wall & Windows
- 12. Work FlowWork Flow SoftwareSoftware
- 20. African ProverbAfrican Proverb Every morning in Africa, a gazelle wakes up.Every morning in Africa, a gazelle wakes up. It knows it must run fasterIt knows it must run faster than the fastest lion or it will be killed.than the fastest lion or it will be killed. Every morning a lion wakes up.Every morning a lion wakes up. It knows it must outrun the slowest gazelleIt knows it must outrun the slowest gazelle or it will starve to death.or it will starve to death. It doesn’t matter whether you are a lion or a gazelle.It doesn’t matter whether you are a lion or a gazelle. When the sun comes up,When the sun comes up, you better start runningyou better start running..
- 21. Even if you’re on the right track, if you’reEven if you’re on the right track, if you’re not moving,not moving, you’ll get run overyou’ll get run over.. ~Will Rogers~Will Rogers
- 24. It takesIt takes 1515 yearsyears
- 27. What about theWhat about the NativesNatives??
- 28. What areWhat are youryour kids doing?kids doing?
- 30. What can we do to engage theWhat can we do to engage the Digital NativesDigital Natives??
- 31. What areWhat are youyou doingdoing to learn the language?to learn the language?
- 32. TheThe NativesNatives are getting restless!are getting restless!
- 33. PEPPEP TechTech Talk . BlogTalk . Blog SpotSpot . Com. Com
Editor's Notes
- Friedman presents himself as someone who has been distracted by international crises since the attacks of September 11, 2001, and who is now catching up with the progress of globalization (3-9). He discovers that while he was "sleeping," the world has entered into a new phase of globalization, whose history he briefly characterizes as follows: The years 1492 to 1800 were "Globalization 1.0," which was driven by countries and muscles; the years 1800 to 2000 were "Globalization 2.0," which was driven by multinational companies and came in two parts, the first marked by "falling transportation costs," and the second by "falling telecommunication costs"; the years beginning in 2000, and forming the subject of this volume, are "Globalization 3.0," which will be marked by the empowerment of individuals (9-10). He describes visits to Bangalore, India (11-32) and Dalian, China (32-36). The experience of JetBlue with homesourcing in Utah (36-38), the military in Iraq with technology (38-40), various headlines from the press in 2004 (40-42), and blogging (42-44) serve as examples of the "Completely new social, political, and business models" that are emerging (45-47).
- The driving force of global integration was how much brawn a country had and how it was deployed. Countries and governments led the way in breaking down walls and knitting the world together.
- The driving force of global integration was multinational companies. These multinationals went global for markets and labor, spearheaded first by the expansion of the Dutch and English joint-stock companies and the Industrial Revolution. First half powered by falling transportation costs, second half by falling telecommunication costs.
- The driving force of global integration is the newfound power for individuals to collaborate and compete globally. The lever is not horsepower, not hardware, but software. . .in conjunction with the creation of a global fiber-optic network that has made us all next-door neighbors.
- (Either you get flat or you’ll get flattened.)
- When the Walls Came Down and the Windows Went Up: refers to the fall of the Soviet Union (not relevant to us) and the spread of Windows PC's around the world as a de-facto standard. Certainly we've bought a lot of PC's over the past 16 years, but they're not ubiquitous, by any means, and the rest of the flatteners below require near constant access to computers or devices that talk to them.
- went public This one covers a lot of territory. It includes the build out of physical infrastructure for networking (fiber-optic cable, etc.). Out of all the flatteners, this is the only area that has been systematically implemented in US schools, thanks to the leadership of Al Gore and the eRate. This section also covers the emergence of the World Wide Web, which 10 years later has only been partially digested and employed by schools.
- Let's Do Lunch: Have Your Application Talk to My Application: At this point, we're into applications and concepts that, for all intents and purposes, don't exist in US schools, at least around teaching and learning. Part of this is because we're not done with flattener #1. We not going to build sophisticated systems to manage the submission, assessment and archiving of student work, for example, if all students don't have equal and sufficient access to computers to do their work in a digital form. In some cases, ePortfolio systems and online assessment have been implemented, but we don't have the interoperability between applications that is the theme of Friedman's section. He's talking about technical standards that would allow, for example, any compliant ePortfolio system to talk to any compliant gradebook program or school student information system, or allow the assessment of a student's work on an eLearning platform to be seamlessly integrated into their subject area teacher's gradebook. This is one area where the industry has made some effort to up their end of the stick, with the long-running Schools Interoperability Framework (SIF) initiative. SIF isn't perfect, and it's progressed slowly, but it is the only game in town, and state and local ed tech leaders have been pitifully slow in appreciating the importance of this task. This section in particular should be a wakeup call to ed tech leaders.
- Self-Organizing Collaborative Communities: I won't dwell on this, since about half my posts are about the theory and practice of open source. Suffice it to say that adoption of open source software in businesses around the world is an everyday occurrence and a cost-saving and empowering practice. In US schools, not so much. We're letting this train pass us by. Alkiada is a open source supply chain…
- Y2K: If you've got the digital workflow described in #3, then you can start outsourcing tasks to any part of the world, even around teaching and learning. Look at English teachers, for example. Wouldn't it be nice to have a few well educated Indians to read over your student's papers and do the basic proof reading and corrections before you even see them, while you're sleeping? I'm not talking about some anonymous drones, but a remote team that would work with you and your students for an extended period of time, so they could tailor their feedback to your priorities. Look, I'm not say this should or will happen, but this is what the book is about, not just, "gosh, the web sure is nifty. Actually, #7 (Outsourcing - Y2K) is already happening in a way. At least two online tutoring companies have looked at or have begun using math tutors from India to work with students. (See this story.) What makes this particularly thorny is that if the contracting U.S. companies are NCLB-approved for supplemental services, we are using federal funds to support the practice.
- Running with Gazelles, Eating with Lions: Offshoring is moving a whole factory overseas. In the case of schools, this would appear to be impossible.
- Eating Sushi in Arkansas: Also, not really applicable, at least in regard to teaching and learning. There are similar efficiencies that states and large districts can achieve in various kinds of purchasing, but that's not really my brief. Walmart ahead of Canada and New Zealand in trade to China
- What the Guys in Funny Brown Shorts Are Really Doing: This section refers to the practice of calling in an outside company like UPS to take over a part of your enterprise that isn't part of your core competency. You can, if I understand correctly, call in and pay UPS to just take over your shipping department. This is another area where #3 is important. To do this efficiently, their systems have to be able to easily integrate into yours. It is a weirdly intriguing idea in an instructional context. What if there was a company that just did math instruction? If your school's test scores went down you'd just displace your old math teachers somehow, and they'd run the whole department on their own, but inside the regular school building. Note that I don't necessarily think this is a good or practical idea, but something tells me this won't be the last time you hear it (perhaps it isn't the first?) Toshiba Laptop & UPS Funny Brown Shorts Papa Johns dough.
- Google, Yahoo, MSN Web Search This flattener isn't well developed in the book, but Friedman's definition should sound familiar to you: In-forming is the individual's personal analog to open-sourcing, outsourcing, insourcing, supply-chaining, and offshoring. In-forming is the ability to build and deploy your own personal supply chain -- a supply chain of information, knowledge and entertainment. In-forming is about self-collaboration -- becoming your own self-directed and self-empowered researcher, editor, and selector of entertainment, without having to go to the library or the movie theater or through network television. In-forming is searching for knowledge. It is about seeking like-minded people and communities. This is all about education, and not surprisingly, it is somewhere where a lot of interesting thinking about ed tech is focused. Anyone will tell you, however, that it is an area where we still have a long way to go in schools and classrooms around the country. Search Engine Optimizer 6 years ago Google didn’t exist.
- Digital, Mobile, Personal and Virtual: This is often the big red herring for ed-tech, the shiny new gadget, the ever more muscular hardware specs. But Friedman defines these as new technologies that "...are amplifying and turbocharging all the other flatteners." Unfortunately, we've fully implemented none of those, so it is no wonder that the steroids fall flat time and again. We haven't laid the foundations, technically or otherwise. Ebay Is like a country $100 billion Economy 38 million people
- But Friedman argues that the United States also has so many significant weaknesses that "we are in a crisis now" (252). The U.S. is neglecting science and engineering (256-60). American youth show signs of a lack of ambition and work ethic (260-65). China India and others are increasingly better educated (265-75).
- 18 – 24 year olds w/ Science Degrees USA dropped from 7th to 17th in the world in 2003 2.8 million BA degrees in the world 1.2 from Asia 830,000 Europe 400,000 USA Specially in engineering Universities in Asia produce 8 times more than USA S & E BA degrees Proportionally 60% China of all degree in China are S&E 41% Taiwan 33% South Korea 31% USA Specifically Engineering 5% USA of all degrees in USA are Engineering 25% Russia 46% China Foreign Born S & E USA Grads over 10 years (1990 – 2000) BA 11% to 17% MA 19% to 29% PhD 24% to 38 %
- 18 – 24 year olds w/ Science Degrees USA dropped from 7th to 17th in the world in 2003 2.8 million BA degrees in the world 1.2 from Asia 830,000 Europe 400,000 USA Specially in engineering Universities in Asia produce 8 times more than USA S & E BA degrees Proportionally 60% China of all degree in China are S&E 41% Taiwan 33% South Korea 31% USA Specifically Engineering 5% USA of all degrees in USA are Engineering 25% Russia 46% China Foreign Born S & E USA Grads over 10 years (1990 – 2000) BA 11% to 17% MA 19% to 29% PhD 24% to 38 %
- A business can save 75% on Wages and increase productivity by 100% by outsourcing Outsourcing in cheaper and more efficient Workers are paid less and are more motivated. In China Bill Gates is a hero among the children. Bill Gates is Britney Spears. In the USA Britney Spears is Britney Spears.
- If your one in a million in China there are 1,300 others just like you. Population China 1.3 Billion India 1 Billion USA 300,000 Intel Fair 2004 China 6 million kids USA 65,000 kids The US is not stimulating enough young people to go into S & E If we start today…it’ll tae