Globalization, Information Revolution, and Their Relations to Education: Emphasizing J.F. Lyotard's View (original) (raw)
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bscc.duth.gr
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Education as Socio-cultural and Economic Potential of the Global Information Society
Journal of History Culture and Art Research, 2019
The article deals with education as socio-cultural and economic potential of the global information society affecting its development directly. Education alongside society is in a situation of development, selfdevelopment and evolution. In the context of the given problem this development and the factors affecting it mostly are considered. Modern education is changing its purpose, transforming from social and state institution to a universal means of cultural transformations. Therefore, in the modern world, the importance of education as the most important factor in the formation of new quality not only of culture, but also of society as a whole, is increasing. The issues of humans' spirituality and their value orientations are becoming of particular importance. The change in the value of modern education fundamentally modifies the outlook on educational activities and leads to changes in the modern education system, including the Russian one.
Procedia - Social and Behavioral Sciences, 2012
Globalizationdescribed as a structural phenomenon of increasing interdependence among various parts of the world, for which the effects of an action feel at a distance has produced a variety of economic, cultural, and social changes that have shaped the world over the past 50 years. Without doubt this process was favoured by development and pervasiveness of digital technologies, that make the communications faster and the information more easily sharable. Globalization has had a relevant impact also in the educational field: the convergence of models of educational organizations, the internationalisation of key competencies definition and the diffusion of large-scale assessment of student's performance (PISA-OECD), are only a few of more relevant aspects of this process.This paper aims to explore the main features of globalization in education with a particular focus on role played by the new information and communication technologies (ICT). For this purpose will be used different approaches and heterogenic sources (national and international statistics and laws) and will be made a large review of sociological literature on these topics.In a globalized world characterized by a convergence culture, school systems should work in order to integrate ICT in ordinary learning processes, that means: to give new competencies and skills, to experiment new didactic models based on social media and web 2.0 tools, to contribute to the construction of a new digital literacy directed at the critical uses of digital media, in order to understand how the technologies work, and how they may affect our global life.
Global Knowledge for a Learning Society
unescobkk.org
Globalization is perhaps the most common word in the modern lexicon. This word means that there is strong connectivity among nations, and long gone are the days when what happens in one country is unknown to the rest of the world. For instance, the world still feels the tremor sent by the Hong Kong stock market crunch in 1997 and we, citizens around the world, witness the mayhem at the presidential election of the United States of America almost concurrently with the citizens of America. In many ways, globalization is made possible by rapid developments in computer technology, particularly Information Communication Technology (ICT) and Computer-Mediated Communication (CMC), in the last century. The effect of ICT and CMC is to accelerate the creation and accumulation of global knowledge.
The Production of Educational Knowledge in the Global Era
The globalization of economies and the development of new technologies of information and communication have transformed almost every social domain, including that of education. Deeply connected to the world of work and to the socialization of the future generation, western education systems are being transformed and their role redefined in light of the processes of globalization. Education targets are being reshaped in response to the need to compete in a global economy; education systems are evaluated and compared according to league tables, and education itself has been transformed into a “good” that can be commercialized worldwide. But, globalization entails additional implications for education. Globalization also means more intimate contact with different types of societies, cultures and kinds of knowledge. This has resulted in the growing diversity of the student populations in educational institutions and a multiplication of studies dealing with non-western countries. Regardless of whether the “intimate contact” results from positive experiences (such as tourism or scholarly cooperation) or from threatening experiences (such as Muslim students becoming suicide bombers in the UK), different cultures and kinds of knowledge challenge our “universal” foundations and research tools. Educational research is confronted with major challenges resulting from this complex globalization process. This edited volume addresses four major challenges that are the heart of the problematic of the production of educational knowledge: 1. understanding the process of denationalization of education; 2. uncovering the agents of globalization of education; 3. exploring the implications of the emerging international educational institutions and international curricula; and 4. understanding non-western education and integrating it into western knowledge.
Effects of Information Capitalism and Globalization on Teaching and Learning
Education is undergoing constant changes under the effects of globalization and information generation, processing, and transmission, which is termed "informational capitalism." The aims of this chapter are to explore how digital technologies have transformed the productive forces of capitalism and have enabled a globalized economy. The research design adopted for this study is the descriptive survey. The population for the study consists of students and faculty from Robert Morris University in Pennsylvania and students and lecturers from the University of Lagos, Lagos, Nigeria. The data collected are compared. The findings show that perceptions vary in the magnitude with which participants responded to the use of Web 2.0 for teaching and learning. Based on the responses from all participants, both students and faculty, cultural inclination has no significant impact on their use of Web 2.0 for learning. However, the majority of the participants from the University of Lagos, both students and lecturers, believe that adoption of Web 2.0 supports cultural promotion.
The concepts of " knowledge " and " information " are key categories by which the understanding of complex processes, transforming contemporary society,occurs.The article deals with the problem of separation of these concepts in the context of the knowledge society formation and the formation of an education system, which should ensure its technical-technological and cultural growth.On the basis of the analysis of works by F. Znanetsky, P. Drucker, F. Machlup, Umesao, M. Porat, Y. Masuda, and a number of other authors as well as based on the analysis of social reality in the second half of the 20th century, socio-historical reasons of " knowledge " and " information " concepts confusion have been defined. The relations betweenconfusing these concepts and the formation of knowledge society concepts and information society ones are shown. A methodological approach is formulatedto the separation of the concepts of " knowledge " and " information " as different psychosocial constructors. Examplesare providedand negative effects of mixing the concepts of " knowledge " and " information " in education discussed.
Teaching and learning in the knowledge society
2005
The education processes within the knowledge society of the twenty-first century involve a complex analysis and transformation of learning and teaching proposals. The ubiquitous penetration of technology and especially of ICT contributes to new cultural profiles of social, political and economic organizations and of course also has an impact on education. The decentralization, personalization, increased flexibility, technologic convergence, and other effects of telematic networks call for both an extension of educational programs in the framework of lifelong learning programs and also require measures to overcome exclusion in the face of the new social, technologic and economic demands. Strategic learning, the teaching of comprehension, virtual collaborative groups, and teachers as facilitators -both in face to face and remote education -will help to develop autonomy, strengthen communication and technological abilities, and foster problem solving skills in order to make decisions and participate in the improvement of quality of life through flexible structures, open mentalities, and equitable ethical values. Within this framework, learning and teaching in the knowledge society of the twenty-first century will be conceived for personal self regulation and social self sustainable alternative development. The scenarios include creative competencies and flexible attitudes through the practice of comprehensive and critical reading and thinking, emotional education, free expression, contrasted transference into reality, and participation within diversity. The latter implies a respect to local identity to foster the search for universal peace, democratic coexistence and continuous improvement.