Educational, Social and Ethical Implications of Technological Innovation
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Christopher Dede [1]
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[1] University of Houston
University of Houston
Estados Unidos
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 18, Nº 4, 1981, págs. 204-213
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Implementation of the new information technologies in education will create numerous, powerful consequences for society: some direct and deliberate, others indirect and unintended. Outcomes likely, regardless of the method of implementation used, include greater general knowledge of the citizenry, a decrease in the costs of formal schooling, the centralization and standardization of curriculum development, the necessity for a massive educational change to a new model of teaching/learning, the separation of ‘education’ (multiple right‐answer learning) and ‘training’ (restricted range of right‐answer learning), the emergence of a new definition of ‘intelligence’, and higher overall rates of societal change compiled with increasing cultural homogenization. Implications highly dependent on implementation strategy chosen include variations in which social groups will be the initial primary consumers, the extent to which human interaction is reduced in the learning process, the equity (or inequity) with which the advantages of instructional technology are distributed, and the potential emergence of a knowledge coordination sector in society.
