Education and the new Scenario
- Category: Education and the new Scenario
26 Jan 2012
- Written by Ruth S. Contreras Espinosa, Irene García Medina
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Learning in Digital Media; the Legacy of McLuhan and his Impact on Formal Education. The works of McLuhan have a continuing influence upon academia and it is enough to substitute ‘electronic media’ by ‘digital media’ in his work so that his conclusions are still valid. Today, the education system faces an explosion of information and knowledge and a distribution of social knowledge, but also faces a fight for changing the linear speech and the frame normalized of formal technicians. This is the inheritance that is being left to the students; a legacy where the formal surroundings of education generate evaluation systems with standard criteria that legitimate the knowledge but that punish more than stimulate the creativity of the student. McLuhan was able to anticipate the inexorable transit to a new age, which some texts named as the ‘Information Age’, and also anticipated that education, amongst other things, would transform adopting technologies of electronic communication. These works were criticized in their time (Gambino, 1972), and today also we can find critics on the use of technologies in the learning process, an example is the International Center of Research for the Development (Fonseca, 2005) that mentions the need to surpass this magic vision that the introduction of technologies improves education by itself. Díaz A. (2006), bases his criticisms on the risks of implementing transformations that do not have a conceptual or strategic basis. For education to adopt new communication technologies a paradigm change is required, that reflects not only modifications on a methodological level, but it also changes the culture and the organization of education itself. During the 80s, attention was given to the needs of teachers; in the 90s the attention was given to the interaction, now however this decade requires a pronunciation on the effects that bring new technologies in the learning system and the organization of the formal surroundings of education.