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Technological Advances

Technological Advances - Postmodernism 1 Running Head...

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Postmodernism 1 Running Head: Postmodernism Postmodernism Allen Brown UNV 200 Grand Canyon University August 21 th 2009 Electronic communication and information processing technology permits information to be both more densely concentrated in virtual space and more widely dispersed in geographic space. These characteristics of the technology greatly increase the opportunities for learning activities to take place at a great distance from the location where the information to be learned is actually stored. This has led many educators and administrators to predict a rosy future for "distance learning" and other technology-based pedagogies as the answer to the problems of finance and relevance facing higher education today. I intend to discuss how, in the postmodern era, electronic communication and information processing has had great effect on education and educators in today’s society.
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Postmodernism 2 However, in generating new opportunities, the information processing and disseminating capabilities of the technology do not operate in a vacuum. “They interact with the behavioral characteristics of economic systems and with the psychological processes of human learning and cognition.” (Anderson, 1998) While it is quite likely that there will be many unpredictable interactive effects, there are also many parameters of these interactions than can reasonably be anticipated. Since the psychodynamics of human learning are relatively well known and not likely to change, the predictable changes to be wrought by the introduction of this technology are primarily in the areas of the sociology and economics of education. Basically, we know that human learning can be understood as the capacity to process, communicate, and interpret information in cognitive--primarily symbolic--terms. “Although the new technology enhances our ability to process and communicate information by orders of magnitude, it does far less to enhance the psychological ability of individual human beings to assimilate and manage information and knowledge.” (Deely, 2001) In addition, the philosophical insights sometimes lumped together under the banner of "social constructionism" emphasize that the processes of interpreting knowledge and information are as important as the processes of its pure accumulation, or even its management. By "interpretation" we generally refer to the collaborative creation of models of reality that are both accurate, in terms of feedback criteria such as prediction and control, and deep or meaningful, in terms of fitting into coherent shared patterns of intersubjective emotional and imaginable life-affirmation.” (Giddons, Modernity and
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