Yet we don’t have a centralized technology that can run all of marketing, from advertising to reporting. Instead we have a stack of marketing technologies we wrangle data from.
The notion of appropriate technology was developed in the 20th century by thinkers such as E. F. Schumacher and Jacques Ellul to describe situations where it was not desirable to use very new technologies or those that required access to some centralized infrastructure or parts or skills imported from elsewhere. The ecovillage movement emerged in part due to this concern.
Other generations of technology-related strategies primarily focus on: the efficiency of the company’s spending on technology; how people, for example the organization’s customers and employees, exploit technologies in ways that create value for the organization; on the full integration of technology-related decisions with the company’s strategies and operating plans, such that no separate technology strategy exists other than the de facto strategic principle that the organization does not need or have a discrete ‘technology strategy’.
Educators agree on two key points. First, technology provides vital tools for 21st-century learning. Also, today’s students are indisputably motivated by technology. Digital devices are already familiar gateways to the world for today’s students. Used thoughtfully, these technologies can give students meaningful connections to people, places, and issues far beyond their own neighborhood.
One clear implication is the need to design lightweight technology architecture built on microservices and application programming interfaces (APIs) to allow third parties to easily hook into the new ecosystem. CIOs need to start thinking in terms of platform architecture such as auto-industry OEMs use to allow for future upgrades across the ecosystem. They may even need to offer an ‘app store’ to allow consumers to pick and choose desired capabilities—and, of course, the infrastructure must be robust and secure.