The digital divide within education caused by the Internet
LE3 .A278 2012
Bachelor of Arts
This thesis examines the emergence of a cultural lag between old text-based societies and new multimedia societies resulting from the Internet, focusing specifically on education. It challenges the traditional definition of what it means to be educated, while examining the double-edged nature of any technological advance. The Internet, which is widely regarded as one of the most influential and transformative technologies for teaching and learning, is developing into more than just a communication tool. The Internet is starting to affect profoundly the social, political and cultural fabric of our daily lives on a global scale. Primary research for the thesis consisted of an online questionnaire comprised of short answer and multiple choice questions, with a total sample size of 53. The questionnaire was designed with the objective that respondents from a variety of ages and backgrounds would be able to answer the questions. Based upon how the data were gathered, the participants were limited to include only those who could conveniently access the Internet. The argument of the thesis is that a growing gap is developing between traditional, institutionalized education and the typical ways modern youth learn and find information through the use of modern technologies. The thesis highlights the lack of appropriate training in digital citizenship provided for teachers, resulting in cancelled classes and frustrated students, as teachers use Internet technologies as a support for older, out-of-date teaching pedagogies. This study also analyzes the need for a new interpretation of what it means to be educated, because students are now accessing information and learning outside the classroom. Finally, this study examines the changing role of teachers as the rapid acceleration of information makes being proficient in Internet technologies a necessity within many countries
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