Learning to be a Citizen of Cyberspace :: Technology Education Papers

Learning to be a Citizen of Cyberspace Most researchers agree that the growth of a knowledge-based society will bring about fundamental changes in the production, distribution and exchange of information and that most every social and cultural institution will be changed in rough way, but none more(prenominal) than education (Negroponte, 1995 Oppenheimer, 1997 Stevenson, 1997 Upitis, 1997). This is because, more than any other social institution, education is fundamentally about knowledge, information, and conversation. Although it certainly aims use of worldly tools and sometimes results in the production of material goods, these are ancillary to the fundamental process of education people use knowledge to create more knowledgable people. It is therefore not surprising to find ample support for transforming education so that it is as fully independent as possible from geographic location and physical space. If education does not require a specific spatial location or a buildi ng then it can be delivered from anywhere to anywhere. This will, some argue, transform the fundamental infrastructure of education at every level, starting particularly at the post-secondary level, and will fundamentally erode local community, or even national control over education. The phylogenesis of on-line courses, libraries and other information resources, and the marketing of distant or on-line education by businesses and schools eager to profit from opportunities to expand their horizons, are the beginning of what some see as a revolution in learning. (Veccia, 1998 Wilson, 1997) In addition to overcoming geographical constraints on the delivery of education, new technologies promise to expand the basic character of education. In quantitative terms, computer communication is opening up vast new sources of information and learning by enabling on-line access that frees schools from thoroughgoing(a) dependence on paper delivery. Associated with this is the ability to link wri tten with audio and visual material that can enrich the full range of the learners senses. The technology also creates a qualitative expansion in the means of education by taking a process rooted in the unidirectional delivery of knowledge and making it more participatory and reciprocal. Education moves from an emphasis on transmitting information to the active creation of knowledge. Moreover, according to this view, computer communication takes a system of learning based in narrow linear, narrative forms, and opens it up to a wide range of non-linear, exploratory processes that allow the learner to make full use of his or her own multiple cognitive maps. As a result students mutually constitute their learning environments, all of which grow in the learning process.