Chapter 23: O-Ring Theory

Author

Atef Abuhmaid, PhD (Uni. Of Technology, Sydney), Hashemite University, Jordan.

Fields/domains that the theory belongs to

Economy

Those who have written most about the theory

• Kremer, M. (1993). The O-Ring Theory of Economic Development, The Quarterly Journal of Economics, 108 (3), pp. 551-575.
• Dalmazzo, A. (2002). Technological Complexity, Wage Differentials and Unemployment. Scandinavian Journal of Economics, 104(4), 515-530.

Definition of the theory

Michael Kremer’s theory was based on the Challenger Shuttle disaster in 1986. The investigation revealed a failure in the O-rings sealing a joint on the right solid rocket booster, which allowed pressurized hot gas and eventually flamed the shuttle causing structural failure. Production comprises many tasks which must be successfully executed for the product to have its proposed value. Substituting cheap components for efficient but more expensive ones can be at the cost of the quality of outputs which would be compromised when high-skilled workers are replaced by low-skilled ones.

Value and implications of the theory

The O-ring theory can provide the diffusion and implementation of educational technology with a much needed holistic view for technology diffusion projects. Often, the diffusion of educational technology is threatened by many factors and often the failure of a project for integrating technology within education is due to the absence of a holistic approach. The diffusion and implementation of educational technology can be considered as a production process which consists of many tasks, all of which have to be executed perfectly for the project to achieve its full impact. The lack of a holistic approach, especially in developing contexts when planning and implementing educational technology projects, has often led to this end.

Benefit or risk that this theory holds for the field of education and technology

The O-ring theory can benefit by directing necessary attention to all tasks and components involved in the diffusion and implementation of educational technology related projects in order to be all perfectly selected and executed. Frequently, the failure of such projects, especially in developing countries, to reach their goals is due to the failure of one or more tasks involved in the project which cause the collapse of the whole project. This phenomenon has resulted in large numbers of educational initiatives to be abandoned before reaching their goals, thus wasting valuable and precious resources, time and efforts.

Risks or losses of not considering this theory in the field of education and technology

Without considering the O-ring theory would result in costly educational technology-related initiatives to be launched and terminated without achieving their proposed goals and without improving the educational field and wasting much needed resources. O-ring theory can contribute to the cohesion of initiatives aiming at the diffusion of technology in education.

Challenges that might be faced when applying this theory to education and technology

Educational technology initiatives are complex in nature due to the diverse and large number of parties involved (e.g. teachers, leaders, e-contents developers, vendors, and IT specialists), which challenge implementing the O-ring theory in education. In addition, poverty can steer decisions to cheap choices such as low-skilled specialists or cheaper components.