Technology and Social Change

Lecture 16: Revision for the Final Exam

Bogdan G. Popescu

Tecnológico de Monterrey

Learning Outcomes, Skills, and Themes

Learning Outcomes of the Course (Reminder)

  1. Explain key concepts and theories linking technological change to social, political, and economic development
  1. Compare theoretical perspectives on how technology shapes institutions, inequality, and growth
  1. Apply theories to real-world cases, assessing the social and political consequences of specific technologies
  1. Critically evaluate empirical claims about technological change, identifying assumptions, evidence, and limitations
  1. Communicate clear, well-structured arguments about technology and development in written exams, oral presentations, and class discussion

1. Explaining Key Concepts and Theories

  • General-purpose technology (Bresnahan & Trajtenberg, 1995): why some technologies restructure the entire economy rather than just one task
  • Factor prices (“Why Britain?”) & Engels’ Pause (Allen, 2009): why factor prices shape where and whether mechanization happens, and why growth need not raise wages
  • The task-based framework (Acemoglu & Restrepo, 2019): why technology displaces tasks, not jobs, and why net employment can rise or fall
  • The productivity bandwagon (Acemoglu & Johnson, 2023): the two conditions under which technology raises wages
  • Legibility and privacy as power (Scott, 1998; Cohen, 2019): why technology that “sees” society shifts power toward the state

2. Comparing Theoretical Perspectives

Each comparison revealed something that a single theory could not:

  • Frey & Osborne (2017) vs. Arntz et al. (2016): counting whole jobs as automatable (47%) vs. counting tasks (9%) — the unit of analysis changes the conclusion entirely.
  • AI as complement vs. substitute: Brynjolfsson et al. (2023) and Noy & Zhang (2023) find AI helps workers; Acemoglu & Restrepo (2020) find robots replace them. The same family of technology can do either.
  • Realism vs. Liberalism: the security dilemma predicts an AI arms race, while complex interdependence predicts cooperation — the US–China nuclear pledge shows both forces operating at once.
  • Germany vs. USA vs. Sweden: identical robots, opposite labor-market outcomes, showing that institutions, not the technology, decide who wins.

3. Applying Theories to Real-World Cases

Theory turns puzzling cases into explainable ones:

  • Why did the Industrial Revolution begin in Britain? Allen’s (2009) factor prices: high wages + cheap coal made machines profitable there and nowhere else.
  • Why did ATMs increase the number of bank tellers? The productivity effect in the task-based framework: cheaper branches –> more branches –> more tellers.
  • Why did trade-shocked US regions turn to populism? Distributional conflict plus non-adjustment: displaced workers did not relocate, and the losses concentrated and persisted (Autor, Dorn & Hanson, 2013).
  • Why does predictive policing reproduce discrimination? Performative prediction: training on arrest data creates a self-fulfilling feedback loop (Lum & Isaac, 2016).

4. Critically Evaluating Empirical Claims

We learned to ask: does the evidence actually support the claim? For example, we:

  • Identified a measurement error: Frey & Osborne (2017) conflated technical feasibility with economic adoption; switching to task-level analysis cut the “47% at risk” headline to 9% (Arntz et al., 2016).
  • Spotted deep uncertainty: three leading AI-exposure indexes (Felten, Brynjolfsson, Webb) rank the same sectors contradictorily, so claims about “which jobs AI will hit” rest on shaky measurement (Boix et al., 2026).
  • Compared competing projections: estimates of AI’s GDP impact diverge by an order of magnitude — Acemoglu (2025, +1%) vs. Goldman Sachs (2023, +7%) — because they rest on different modeling assumptions, not different data.

4. Critically Evaluating Empirical Claims (cont.)

  • Distinguished correlation from causation: the Anthropic (2025) finding that hiring of young workers slowed in AI-exposed occupations is an early warning, but it is correlational — it cannot yet prove that AI caused the slowdown.

Skills Gained/Enhanced

  • Critical Thinking: evaluate and compare competing theories of technological and social change — e.g., weighing AI as complement (Brynjolfsson et al., 2023) against AI as substitute (Acemoglu & Restrepo, 2020)
  • Analytical Skills: analyze research questions using theory and evidence — e.g., reading the task-based framework against the China-shock and robot-adoption data
  • Effective Communication: articulate clear, structured arguments in oral and written form, signposting and engaging authors with one another
  • Comparative Perspective: examine political and economic outcomes across contexts — Britain vs. today, Germany vs. the USA, the Global North vs. the Global South

What This Review Covers

Scope of the Final

This review covers Lectures 8 through 15, the second half of the course:

  • L8 — The Industrial Revolution: the first general-purpose technology shock
  • L9 — How Technologies Emerge: technology as a self-building, evolving system
  • L11 — Labor & Automation: how technology reshapes work and wages
  • L13 — AI, Surveillance & Human Rights: technology and state power
  • L14 — AI & International Relations: technology and great-power competition
  • L15 — AI & the Political Economy: will AI deliver shared prosperity?

The One Framework Behind All Six Lectures

Every lecture in the second half is a variation on a single chain:

Technology –> Productivity & Power Shift –> Distributional Conflict –> Institutions Mediate –> Outcome

Two ideas recur in every case:

  1. Technology is not destiny. The same technology produces different outcomes depending on institutions (Acemoglu & Robinson, 2012) and factor prices/incentives (Allen, 2009).
  2. Gains are never shared automatically. Whether workers, citizens, or whole nations benefit depends on bargaining power and institutional checks.

Lecture 8: The Industrial Revolution

L8: Key Concepts

  • General-Purpose Technology (GPT) (Bresnahan & Trajtenberg, 1995): a technology that is pervasive, improvable, and spawns new innovations. Steam, electricity, and digital/AI are the three canonical GPTs.
  • Why Britain? (Allen, 2009): innovation follows factor prices, not genius. High wages + cheap coal (i.e., expensive British labor but abundant, cheap domestic coal) made the spinning jenny profitable in Britain (30–40% return) but not elsewhere (2–3%). The knowledge existed everywhere; only Britain had the incentive.
  • The factory system (Mokyr, 2002): an organizational innovation, not just a technical one — centralized power, supervision, time discipline (Thompson, 1967).

L8: Engels’ Pause

Figure 1: Britain: real wages stagnated while output surged, 1770–1870 (indexed, 1770 = 100). Stylized after Allen (2009).

Engels’ Pause (Allen, 2009): in Britain, output surged ~1790–1840, but real wages stagnated — gains went to capital. Institutions eventually responded: Factory Acts (1833–47), Mines Act (1842), Ten Hours Act (1847), mass schooling (1870s). The lag was 40–60 years.

L8: Potential Questions

  • Using Allen’s (2009) factor-price argument (“Why Britain?”), explain why the Industrial Revolution began in Britain and not in equally knowledgeable societies. What role did wages and coal prices play?
  • What is Engels’ Pause, and what does it teach us about the relationship between productivity growth and wages? Use it to assess claims that AI will automatically raise living standards.

Lecture 9: How Technologies Emerge

L9: Arthur’s Theory of Technology

Brian Arthur (2009), The Nature of Technology: technology is not a series of lucky inventions but a self-building system.

  • Technology = “the programming of phenomena to our use.” A phenomenon must first be observed, then understood (science), then exploited (engineering). Magnetism was known for 2,000 years before Faraday (1831) made it usable.
  • Combinatorial innovation: new technologies are assembled from existing ones (the 1886 Benz Motorwagen = engine + wheels + steering + transmission).
  • Recursive innovation: “technology creates itself out of itself” — each new technology becomes a building block for the next, so innovation accelerates.

L9: Diffusion, Lock-In, and Co-evolution

Figure 2: Years from launch to mass adoption. Each generation saturates faster (Comin & Hobijn, 2010).

  • Lock-in / path dependence (David, 1985): QWERTY survives because of installed base, not because it is optimal.
  • Co-evolution & the double movement (Polanyi, 1944): technology reshapes the economy, the economy reshapes society, and disruption triggers a protective counter-movement.

L9: Potential Questions

  • Magnetism was known for 2,000 years before it became a usable technology. Using Arthur (2009), explain why observing a phenomenon is not enough to exploit it.
  • Why does new technology appear faster and faster over time? Explain using Arthur’s (2009) idea that technologies are built out of other technologies.

Lecture 11: Labor & Automation

L11: The Task-Based Framework

Jobs are bundles of tasks; technology affects tasks, not jobs directly (Acemoglu & Restrepo, 2019).

Net employment effect = (Productivity + Reinstatement) − Displacement

  • Displacement (−): machines take over existing tasks
  • Productivity (+): cheaper output expands demand (ATMs –> more bank branches –> more tellers)
  • Reinstatement (+): new tasks emerge that didn’t exist before
  • This is why the “lump of labor” fear is wrong: the amount of work is not fixed
  • Frey & Osborne (2017) claimed 47% of jobs were at risk
  • Using task-level analysis, Arntz et al. (2016) corrected this to 9%

L11: Polarization and Skill Bias

Figure 3: Change in employment share by skill percentile, US 1980–2005 (Autor & Dorn, 2013).

  • SBTC — Skill-Biased Technological Change (Goldin & Katz, 2008): computers raise demand for skilled workers; US college premium rose 45% –> ~75%.
  • RBTC — Routine-Biased Technological Change (Autor, Levy & Murnane, 2003): computers automate routine tasks –> high and low ends grow, middle shrinks.

L11: Same Technology, Different Outcomes

Institutional mediation: the same robots produce different outcomes across countries.

  • Germany: strong unions + codetermination + vocational training –> moderate inequality, job security
  • USA: weak unions + market-led –> sharp inequality, job loss
  • Sweden: active labor-market policy –> low inequality, smooth transitions

The China Shock (Autor, Dorn & Hanson, 2013):

  • ~2.4 million US jobs lost, concentrated in specific regions
  • Workers did not relocate; effects persisted >10 years
  • Shifted those regions toward populism
  • Same shock, but Auto Alley recovered (Japanese FDI) while furniture towns did not

L11: Potential Questions

  • Why does “automation will eliminate 47% of jobs” overstate the risk? Use the task-based framework (displacement, productivity, reinstatement) and the Frey & Osborne (2017) vs. Arntz et al. (2016) debate.
  • The US and Germany adopted robots at similar rates but had very different labor outcomes. Explain why, using institutional mediation and path dependence.

Lecture 13: AI, Surveillance & Human Rights

L13: AI and State Power

  • Legibility (Scott, 1998): states simplify society to control it. AI is “Seeing Like a State 2.0” — it tracks movement, networks, and emotions at near-zero cost.
  • Privacy as a power resource (Cohen, 2019): privacy is not secrecy; it limits the information asymmetry between citizens and institutions. AI widens that asymmetry.
  • Performative prediction (Lum & Isaac, 2016): predictive policing trains on arrest data (not crime), then sends police where it predicts — a self-fulfilling feedback loop that reproduces past discrimination.

L13: Bias and the Institutional Hinge

Figure 4: Facial-recognition error rates by group (Buolamwini & Gebru, 2018, Gender Shades).

The hinge is institutions (Boix, 2022):

  • The same AI is de-democratizing where checks are weak (repression, exclusion)
  • But it can be re-equilibrated where courts, media, and civil society are strong
  • Contrast the Stasi (5.6m files, ended by institutional collapse) with the wrongful arrest of Robert Williams (human-in-the-loop safeguards failed)

L13: Potential Questions

  • Predictive policing is trained on arrest data, not crime data. Explain why this creates a feedback loop that reproduces discrimination instead of fixing it.
  • Why does the same AI strengthen democracy in some countries but enable repression in others? Answer using institutions (Boix, 2022).

Lecture 14: AI & International Relations

L14: Three Lenses on World Politics

The three dominant IR paradigms read the same events differently:

Theory Core claim Applied to AI
Realism Anarchy forces states to compete for power chip export controls; the AI arms race
Liberalism Interdependence & institutions reward cooperation UN AI resolutions; US–China nuclear-AI pledge
Constructivism Ideas & norms define what counts as a threat the “AI superpower” framing; campaigns to ban killer robots

For US–China rivalry, Realism does the most explanatory work — so we start there.

L14: AI as Great-Power Competition

  • An arms race no one wants (the security dilemma, Realism):
    • The US limits chips to feel safer
    • China sees a threat and races to catch up
    • The US clamps down harder
    • Each side’s defense looks like aggression to the other
  • Whoever controls the chips has the power: the AI supply chain runs through three places —
    • Designs — US (Nvidia)
    • Factories — Taiwan (TSMC, 92% of advanced chips)
    • Machines — Netherlands (ASML, 100% of EUV)
    • And unlike oil, you can’t stockpile chips

L14: Why a Treaty Is So Hard

  • You can’t tell if a rival is cheating (the verification problem):
    • Missiles can be counted, inspected, and verified
    • But AI is just software — invisible, easy to copy, deployable in secret
    • So no one can prove a state is breaking the rules
  • The result:
    • 166 countries voted to regulate killer robots (LAWS — lethal autonomous weapons)
    • But a few (e.g. Russia, North Korea) opposed
    • And no binding treaty exists — when cheating can’t be caught, defection wins

L14: The Race and Its Losers

Figure 5: AI patent filings: China surges as the US declines. Endpoints from GreyB (2025); trend stylized.

  • Liar’s dividend (Citron & Chesney, 2019): once deepfakes exist, even real footage can be dismissed as fake — eroding the shared facts democracies need.
  • Global South (Boix et al., 2026): AI + reshoring may reverse North–South convergence; ~1.8bn jobs in developing countries are exposed. In Mexico, robot exposure shifted communities leftward (unlike right-populism in rich countries).

L14: Potential Questions

  • Use the security dilemma to explain US–China AI competition despite both preferring restraint. Why does the verification problem make binding arms control (e.g., LAWS) unlikely?
  • How does AI-driven automation threaten development in the Global South (Boix et al., 2026)? Why might it produce different political reactions there than in advanced economies?

Lecture 15: AI & the Political Economy

L15: The Productivity Bandwagon

Acemoglu & Johnson (2023): rising productivity raises wages only if two conditions hold:

  1. Marginal productivity (complement, not substitute): the technology must make workers more valuable, not replace them.
  2. Bargaining power: workers must be able to capture the gains (unions, tight labor markets, political voice).

When both fail, you get an Engels’ Pause — productivity rises, wages don’t. Britain (1790–1840) failed both conditions; reforms after 1840 (legal unions, mass schooling, suffrage) restored them.

L15: The Decoupling and the AI Evidence

Figure 6: US productivity vs. compensation, indexed to 1948 (Economic Policy Institute, 2024).

L15: The AI Evidence Is Mixed

  • AI can complement workers (makes them more productive):
    • Call-center output +34% for novices (Brynjolfsson et al., 2023)
    • The writing-quality gap between weak and strong writers shrinks (Noy & Zhang, 2023)
  • But AI can also substitute for workers (replaces them):
    • +1 robot per 1,000 workers –> employment −0.20pp, wages −0.42% (Acemoglu & Restrepo, 2020)
    • ~80% of workers have ≥10% of tasks exposed to LLMs — and this time it hits cognitive jobs hardest (Eloundou et al., 2024)

L15: Potential Questions

  • When does new technology actually raise workers’ wages? Explain the two conditions for the productivity bandwagon, and use the Engels’ Pause to show what happens when both fail.
  • Will AI help workers or replace them? Use the evidence on both sides to argue which is more likely — and why institutions, not the technology, will decide.

Connecting the Lectures

Cross-Cutting Themes for Synthesis Questions

The best answers connect across lectures. Three threads run through all six:

  • The Engels’ Pause recurs. L8 (Britain), L11 (the China shock & polarization), and L15 (the post-1979 decoupling, and perhaps AI) are the same story: productivity can rise while wages stagnate when institutions don’t share the gains.
  • Institutions are the hinge. The same technology de-democratizes or re-equilibrates (L13), starts an arms race or enables cooperation (L14), and concentrates or shares gains (L11, L15). Technology is never destiny.
  • Every technology creates winners and losers, and losers fight back — Luddites, the Stasi’s victims, trade-shocked towns, the Global South. Polanyi’s (1944) double movement (L9) is the general pattern.

The Exam

Format and Grading

Format

  • Duration: one hour
  • Answer two from six questions
  • Covers Lectures 8–15

Grading Criteria

Criterion Points
Answering the question 20
Empirical examples 20
Structure 20
Critical analysis 15
Definitions 10
References 10
Clarity of expression 5

What a Strong Answer Does

  1. Takes a clear, qualified position in the first sentence (“Technology raises wages only when institutions share the gains; AI is no exception…”).
  1. Defines key terms precisely with an author (GPT, legibility, productivity bandwagon, security dilemma).
  1. Uses specific cases that do analytical work — name the study, the number, the mechanism (not “AI is dangerous”).
  1. Engages authors with each other — e.g., Brynjolfsson et al. (2023, complement) vs. Acemoglu & Restrepo (2020, substitute), then resolves the tension.
  1. Signposts so the reader can follow the argument paragraph by paragraph.

Practice Tool: Essay Coach GPT

The same essay-coaching GPT works for the final. It critiques drafts, scores them against the 7 criteria, and suggests improvements — it will not write answers for you. Works in English and Spanish.

  1. Go to chatgpt.com/g/g-69c09ff295288191bce3cee70e8f014c-tech-and-social-change-essay-coach
  2. Tell it you are preparing for the final exam (Lectures 8–15)
  3. Choose guided building, full draft critique, or practice question
  4. Revise based on feedback and resubmit

Tip: Set a 20-minute timer per question. The exam is one hour, two questions.

Good Luck!