June 1997 — Features
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Computers in Education: A Brief History
CONCLUSION
The economy, science, technology and education are highly interrelated. Science-driven innovations create new industries and new jobs. Technology increases productivity but requires a more highly skilled work force with a broader education and a greater familiarity with the tools and theories of science. Competitiveness depends not only on the discovery of new innovations, but the speed at which that knowledge is transmitted through our educational systems to create highly skilled workers who can apply their knowledge.
The information explosion has greatly increased our understanding of the world about us. However, the growth and exploitation of information rests not only upon the ability of scientists to produce new knowledge, but also upon societyís capacity to absorb and use it. Therefore the real limits of scientific growth may well be manís limited ability to absorb new information.
Modern science and mathematics are not widely taught in our schools and colleges because it is believed to be too difficult, too expensive or too esoteric. But if we are to be internationally competitive, we must find a way to provide all our students with access to the new intellectual tools of modern science. Global networks can deliver these tools and resources to every classroom, workplace or home.
Research shows that educational technology, when properly applied, can provide an effective means for learning. However, the new intellectual technologies offer new and better ways to expand human capacity, multiply human reasoning, and compensate for human limitations. Powerful technologies are now available to significantly augment the skills that are necessary to convert data into information and transform information into knowledge.
The world of education has changed from an orderly world of disciplines and courses to an infosphere in which communication technologies are increasingly important. While education is changing, it is not changing fast enough. It is clear that in the future we will see a major restructuring of our social, industrial and educational institutions, and an increased reliance on computers and telecommunications for work and education.
However, the driving question for education in the 21st century will be that posed by Herbert Simon on what it means "to know." Is it what we have in our heads or how well we are skilled to explore the infosphere?
