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2: Information Technology, Society, and Schools

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    • 2.0: Chapter Introduction
      This page discusses the significant effects of information technology on human cognition across various sectors, notably education. It emphasizes how technological advancements alter perceptions of knowledge, particularly with the transition from print to digital media. Educators are urged to adapt and integrate digital technologies as central to their teaching strategies.
    • 2.1: Information Technology and Society
      This page discusses the unique brain characteristics of humans that enhance social interactions and cooperation, as emphasized by cognitive psychologist Michael Tomassello. It highlights the role of technology in manipulating the environment during the Anthropocene era and notes how 21st-century information technology facilitates global interactions, profoundly affecting individuals, organizations, and cultures.
    • 2.2: The Non-Neutrality of Technology
      This page discusses the evolution of human communication from oral traditions to digital media, emphasizing how technology affects brain function, social behavior, and organizational dynamics. It highlights the transition from traditional Fordist to ICT organizations that prioritize flexibility and innovation.
    • 2.3: Schools for Networked Societies
      This page discusses the necessity for schools to evolve beyond the traditional Standard Model to meet society's changing needs. It highlights alternative educational models that promote critical thinking, collaboration, and experiential learning to foster skills essential for the digital economy. As traditional skills become outdated, a shift towards broader competencies, including communication and metacognition, is emphasized.
    • 2.4: Implications for IT Management
      This page discusses the shift from the Standard Model of education to alternative digital models, focusing on the role of IT managers in creating supportive systems. It defines effective instruction enhanced by technology for dynamic learning and emphasizes accessibility for students and resources for teachers. The text highlights the necessity of interactivity and collaboration in digital learning, ultimately promoting a more flexible and engaging educational environment.
    • 2.5: Conclusion
      This page discusses the mixed responses of educators to new information technologies in schools, ranging from avoidance to enthusiastic adoption. It highlights debates between scholars on the best approach to integrating technology, with some advocating for careful consideration while others focus on the impact on learning.

    2: Information Technology, Society, and Schools is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by LibreTexts.