New Technologies and Social Change: Learning in the Global Cyberage

Abstract

Rapid technological change; social barriers breaking and re-forming; large scale immigration leading to a multicultural society; globalization of the economy; questions about the future of democracy; and major changes in literacy practices. Such a list comprises but a few of the touchstones for current discourse about the context of twenty-first century education. As we consider educational practices around the world we cannot avoid the conclusion that we are in a time of great change. Furthermore, we find ourselves questioning the traditional ways of teaching and learning, which seem outmoded in an age defined by the worldwide web, biotechnology, and globalization.

In this context, there is a need for learning that builds upon the diverse experiences of learners, is open to change, and extends beyond the walls of the classroom and the standard curriculum. Learning based on inquiry in the face of new phenomena is more appropriate in these times than learning with limited and pre-established goals. Fortunately, the new technological context not only challenges the educational system, but offers new opportunities for this kind of learning. In order to understand better both the challenges and the opportunities, it is helpful to turn first, not to the latest Scientific American or Wired magazine, but to events of a century ago.