| New Technologies and their Impact on the culture of geography teaching and learning (2002) | |||||||||
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| There appears to be general agreement that what is variously called the new technologies, information communication technologies (ICT), just as computers or the worldwide web, is about to, or already has, revolutionised education. Ministers of education, and even prime ministers and presidents, on those occasions when they deign to recognise education at all, are ever ready to present statistics about technological hardware as an analogue for educational progress (by which they frequently mean progress in the economic competitiveness of the next generation of workers). There is a belief that increasing facility with the use of emerging information communication technologies (the generic term that will be used henceforth in this chapter solely due to the availability of its acronym, ICT) will automatically lead to the improvements to society that education is intended to yield, whatever they may be in particular contexts. Beyer and Apple (1998: 3) comment on the "transformation of curriculum theory and practice from a concern about what should be taught and why we should teach it to those problems associated with how to organise, build, and above all now, evaluate curriculum and teaching. The difficult ethical and political questions of content, of what knowledge is of most worth, have been pushed to the background in our attempts to define technically oriented methods that will "solve" our problems once and for all". | |||||||||
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