Information, Knowledge and Learning: Rethinking Epistemology for Education in a Digital Age.Reportar como inadecuado




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This paper looks at challenges that face the epistemological model on which formal education is based as a result of the rapid growth in use of new communications and information technologies (CITs). The argument has three parts. The first describes some phenomena associated with the development during recent decades of these new CITs and their large scale incorporation into diverse social practices. While much of the detail is based in the growth of new technologies in the First World, the nature and directions of this growth impact powerfully on trends in countries like Mexico. The second part of the argument briefly describes what the author sees as an epistemological model underlying formal education. The third part considers some of the ways the phenomena described in the first part challenge this epistemological model, and to that extent, educational practices based upon it. The conclusion to the argument is that in the current context there is an urgent need for educational philosophers, along with other educational scholars and researchers, to consider the implications for epistemology of the new technologies and social practices of the digital age. (Contains 24 references.) (AEF)

Descriptors: Computer Mediated Communication, Developing Nations, Educational Practices, Educational Principles, Educational Technology, Educational Theories, Epistemology, Foreign Countries, Technological Advancement











Autor: Lankshear, Colin

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9200&id=ED446744







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