It's Not About the Technology is about a phenomenon most dreaded by high-technology industry executives: a failure at the execution leading to a missed market window. High-tech executives agree that a critical factor that drives the company to such a failure is the breakdown of interaction between marketing and engineering. This book is predicated on the notion that the success of execution lies neither in the technology nor in the market strategy. On the contrary, it is shaped by the context of an individual, whether an engineer or a marketer. From this viewpoint, successful execution in a high-tech company is manifest in a confluence of 3 contexts: the technological, the customer and the economic contexts. This book tackles the big questions of how to develop the basic craft of the thinking required in high-tech companies. Drawing from basic economic principles and practical experience in the semiconductor business, it breaks new ground in our understanding of the complexities of high-tech execution.

In this clear-eyed, candid, and ultimately reassuring

From everyday apps to complex algorithms, Ruha Benjamin cuts through tech-industry hype to understand how emerging technologies can reinforce White supremacy and deepen social inequity. Benjamin argues that automation, far from being a sinister story of racist programmers scheming on the dark web, has the potential to hide, speed up, and deepen discrimination while appearing neutral and even benevolent when compared to the racism of a previous era. Presenting the concept of the “New Jim Code,” she shows how a range of discriminatory designs encode inequity by explicitly amplifying racial hierarchies; by ignoring but thereby replicating social divisions; or by aiming to fix racial bias but ultimately doing quite the opposite. Moreover, she makes a compelling case for race itself as a kind of technology, designed to stratify and sanctify social injustice in the architecture of everyday life. This illuminating guide provides conceptual tools for decoding tech promises with sociologically informed skepticism. In doing so, it challenges us to question not only the technologies we are sold but also the ones we ourselves manufacture. Visit the book's free Discussion Guide here.

A NATIONAL BESTSELLER A programmer, musician, and father of virtual reality technology, Jaron Lanier was a pioneer in digital media, and among the first to predict the revolutionary changes it would bring to our commerce and culture. Now, with the Web influencing virtually every aspect of our lives, he offers this provocative critique of how digital design is shaping society, for better and for worse. Informed by Lanier’s experience and expertise as a computer scientist, You Are Not a Gadget discusses the technical and cultural problems that have unwittingly risen from programming choices—such as the nature of user identity—that were “locked-in” at the birth of digital media and considers what a future based on current design philosophies will bring. With the proliferation of social networks, cloud-based data storage systems, and Web 2.0 designs that elevate the “wisdom” of mobs and computer algorithms over the intelligence and wisdom of individuals, his message has never been more urgent.

The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.

The twenty-first century is a world in constant change. In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination. Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way. PRAISE FOR A NEW CULTURE OF LEARNING "A provocative and extremely important new paradigm of a 'culture of learning', appropriate for a world characterized by continual change. This is a must read for anyone interested in the future of education." James J. Duderstadt, President Emeritus, University of Michigan "Thomas and Brown are the John Dewey of the digital age." Cathy Davidson, Professor of Interdisciplinary Studies, Duke University "A New Culture of Learning may provide for the digital media and learning movement what Thomas Paine's Common Sense did for the colonists during the American Revolution- a straightforward, direct explanation of what we are fighting for and what we are fighting against." Henry Jenkins, Provost's Professor, USC "A New Culture of Learning is at once persuasive and optimistic - a combination that is all too rare, but that flows directly from its authors' insights about learning in the digital age. Pearls of wisdom leap from almost every page." Paul Courant, Dean of Libraries, University of Michigan "Brilliant. Insightful. Revolutionary." Marcia Conner, author of The New Social Learning "Douglas Thomas and John Seely Brown portray the new world of learning gracefully, vividly, and convincingly." Howard Gardner, Professor, Harvard Graduate School of Education "Thomas and Brown make it clear that education is too often a mechanistic, solo activity delivered to the young. It doesn't have to be that way-learning can be a messy, social, playful, embedded, constant activity. We would do well to listen to their message." Clay Shirky, author of Cognitive Surplus "Anyone who fears, as I do, that today's public schools are dangerously close to being irrelevant must read this book. The authors provide a road map-and a lifeline-showing how schools can prosper under the most difficult conditions. It is a welcome departure from all the school bashing." John Merrow, Education Correspondent, PBS NewsHour "American education is at a crossroads. By illuminating how play helps to transform both information networks and experimentation, and how collective inquiry unleashes the power of imagination, A New Culture of Learning provides an irresistible path to the future." Joel Myerson, Director, Forum for the Future of Higher Education.

Based on eight years of research visiting dozens of startups, tech companies and incumbents, Harvard Business School professor Thales Teixeira shows how and why consumer industries are disrupted, and what established companies can do about it—while highlighting the specific strategies potential startups use to gain a competitive edge. There is a pattern to digital disruption in an industry, whether the disruptor is Uber, Airbnb, Dollar Shave Club, Pillpack or one of countless other startups that have stolen large portions of market share from industry leaders, often in a matter of a few years. As Teixeira makes clear, the nature of competition has fundamentally changed. Using innovative new business models, startups are stealing customers by breaking the links in how consumers discover, buy and use products and services. By decoupling the customer value chain, these startups, instead of taking on the Unilevers and Nikes, BMW’s and Sephoras of the world head on, peel away a piece of the consumer purchasing process. Birchbox offered women a new way to sample beauty products from a variety of companies from the convenience of their homes, without having to visit a store. Turo doesn't compete with GM. Instead, it offers people the benefit of driving without having to own a car themselves. Illustrated with vivid, indepth and exclusive accounts of both startups, and reigning incumbents like Best Buy and Comcast, as they struggle to respond, Unlocking the Customer Value Chain is an essential guide to demystifying how digital disruption takes place – and what companies can do to defend themselves.