I enjoy watching baseball. In particular, I try to catch the Milwaukee Brewers when televised and I am free. There is so much strategy involved: When to hit away, when to steal a base, when to pitch inside. Every action has a potential impact on the final outcome.
Baseball is an imperfect game in which, like other sports, the participants are always striving for perfection. That includes the umpires. They are tasked with calling balls and strikes on pitches teetering toward 100 miles per hour. A split second is all they get to decide if a runner is safe or out. They don’t always get it right, but most of the time they do.
A recent wrinkle added to the game is instant replay. Managers can ask for one on a close play in the field. Calls can be reversed upon video review. I don’t mind this addition, as a baseball game is a series of stops and starts as it is. One more pause in the action isn’t going to hurt.
Where will technology’s influence creep next into baseball? From what I am reading: Automated strike zones. Computers already augment televised games with pitch-by-pitch graphics that show the exact location of each delivery from the pitcher. Commentators refer to this frequently when discussing the batter’s judgment or the pitcher’s ability to locate pitches. More accurate calls and less player-umpire arguments would be some of the benefits of this technology upgrade.
I am not convinced that this would be better for baseball. There is a type of balance achieved with an umpire behind the catcher as the pitcher and batter duel it out. Maybe it’s the simple presence of a triad surrounding home plate. Nature loves odd numbers. Also worth noting is the relationship between the catcher and the home plate umpire. They look out for each other, like when an errant foul ball strikes one of them in a vulnerable area of their body. Watch a game to see what I mean.
Education is feeling a similar push to digitize many aspects of the profession and process. Assessments such as reading screeners can be administered more quickly using computers. Students can submit work to their teacher with a click of a button. Some of the improvements, such as blogging and parent communication, are welcomed upgrades. They provide a broader audience and heighten home-school communications.
But adding technology for the sake of improving results and accuracy does not mean that the final outcomes are necessarily better. If going digital decreases the relationships between participants, what happens to engagement? If technology reduces the need for certain roles that add value beyond their basic job descriptions, how does the lost part affect that larger whole? I don’t have the answers. What I do know is when a technological innovation replaces human participation, the subsequent results cannot simply be measured in balls and strikes or multiple choice. We work in the people business.