From Knowledgable to Knowledge-able: Learning in New media Environments
By Michael Wesch
This is a very good article on a timely issue. I like to cite some quotations from the article which underlie the arguments of the author.
“This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and crate information.”
As a college student I can easily relate these statements to my experiences. Almost everything is stored and available in the media, so that, there is no need to memorize anything. However, I am sometimes challenged to sort and analyze the information that is readily available in the media.
“To understand the true potentials of this ‘information revolution’ on higher education, we need to look at beyond the framework of information. For at the base of this ‘information revolution’ are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating.”
It seems to me that the statement of “information revolution” is rightly used what is going on in the digital media today. It is a revolution changing almost everything in our life.
“This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.”
As Michael Wesch states, in the changes coming by the new media environment the most important thing is not its technological dimension, but its social impact. The new information technology is re-shaping out social relations including the teacher-student relations.