It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change. Charles Darwin
Role of Educational Technology in the Knowledge Society
Education as an essential activity in the development of society has seen major transformations, from which the new methods and models of the modern educational system have emerged. The relationship between the individual and society becomes more complex via education, as the individual gains the capability to make his contribution that would balance the benefits of his living among other individuals. In this context, education represents the basis of a society oriented education towards the futuristic goals as knowledge becomes the main component of the economic and social growth. Globalization and the changing world economy are driving a transition to knowledge-based economies. In particular, developing countries need knowledge-based economies not only to build more efficient domestic economies, but to take advantage of economic opportunities outside their own borders. In the social sphere, the knowledge society brings greater access to information and new forms of social interaction and cultural expression. Individuals therefore have more opportunities to participate in and influence the development of their societies. Many countries around the world are investing in educational technologies to improve and update the education they provide their younger generations. Developed nations such as Canada, the United Kingdom and the United States are achieving students-per-computer ratios below 5:1, and their governments are deploying high bandwidth in schools. They are also consistently promoting research on the use of educational technologies inside the classrooms for many different educational, cultural and social settings. Developing countries are finding it increasingly difficult to compete with their present human resources in a global economy that regards information as an essential asset to design, produce and deliver goods for the changing consumer habits within a dynamic global market. Educational technologies play a major role for dealing with information and its transformation into knowledge, which is a basic requirement for citizens to become effective participants in this new scenario. Consequently, there is a more urgent need to improve the quality and equity of education to bridge the gap between developed and developing nations, and educational technologies are perceived as necessary tools for this purpose. Therefore, the development of the knowledge based society is dependent on the creation of knowledge, on its spreading via educational institutions and on its dissemination via communication and involvement in technological innovation. 1. The Role of Educational technologies in Education
Technologies have been utilized by education ever since man started learning, but they have been massively present in schools only since the early 1980s. Developed countries have applied them to develop knowledge societies because some of the reasoning found in the literature is as follows: § A new society requires new skills: Educational technologies increasingly pervade every aspect of life (work, learning, leisure, and health). Because Educational technologies are the preeminent tools for information processing, new generations need to become competent in their use, should acquire the necessary skills, and therefore must have access to computers and networks during their school life. There is an equity issue in this argument related to the need to prioritize access to educational technology resources to the more underserved population, which is being left behind on a digital divide. § Productivity enhancement: Schools are information- and knowledge-handling institutions; therefore, Educational technologies should be fundamental management tools on all levels of an educational system, from classrooms to ministries. § A quest for...
References: Educational Technology, 2002: p. 5-13
Crook, C., Computers and the Collaborative Experience of Learning
Burniske, R.W. and L. Monke, Breaking down the Digital Walls. 2001, Albany: State University of New
Githiora-Updike, W., The Global Schoolhouse, in The Digital Classroom, D.T. Gordon, Editor. 2000,
Harvard Education Letter.
Fullan, M. and A. Hargreaves, eds. Teacher Development and Educational Change. 1992, The Falmer
Hargreaves, A., Changing Teachers, Changing Times. 1994: Cassell.. Ertmer, P.A., Responsive Instructional Design: Scaffolding the Adoption and Change Process. Educational
Papert, S., The children 's machine: rethinking school in the age of the computer. 1993, New York:
Potashnik, M., et al., Computers in Schools: A qualitative study of Chile and Costa Rica. 1998, World Bank
Human Development Network.
Callister, T.A., The computer as doorstep: Technology as disempowerment. Phi Delta Kappan, 1992. 74(4):
Editors. 2003, IAP Information Age Publishing
Schank, R.C., Designing World-Class e-Learning
Roschelle, J.M., et al., Changing how and what children learn with computer-based technologies. Children
and Computer Technology, 2000
Vygotsky, L.S., Mind in society: The development of higher psychological processes. 1978, Cambridge
MA: Harvard University Press.
Please join StudyMode to read the full document