What new ways of communication have been brought about by modern information technology

In the process of human civilization, the emergence of writing and the printing press are not only two important milestones in the development of culture, but also triggered two qualitative changes in the mode of education: the former made the written language into the educational activities that could only be carried out with the help of verbal language and action language, which not only expanded the content and form of education, but also greatly improved students' ability to think abstractly and self-learning; the latter made printed books and textbooks become the main carriers of culture, thus promoting the dissemination of culture and the popularization of modern and contemporary education. Printed books and textbooks became the main carriers of culture, thus promoting the dissemination of culture and the popularization of modern and contemporary education.

"Multimedia" and "information superhighway" has become the industrialized era to the information age of the two major technological leverage, with an alarming rate of change in the way people work, learning, thinking, communication and even lifestyle. There is no doubt that the development and popularization of contemporary information technology will become the third milestone in the development of human culture.

How can education meet the challenges of this century?

A contemporary information technology on the impact of education

(a) the two "destinies" of the contrast

Education is the field of training talents for the future, but the change and development of education is always lagging behind, this is an intolerable dichotomy of the society, the impact of contemporary information technology on education, can be y felt. The impact of contemporary information technology on education, can y feel this dichotomy.

In the early 80's, when the first batch of microcomputers in the classroom in developed countries, some people excitedly predicted that the computer will bring a revolution in the field of education. More than a decade later, this revolution has appeared in the film and television industry, publishing and printing, defense sector, office automation and other fields, but in the school has never happened. Many schools have spent large sums of money on computers that are used only to learn simple computer operations and cumbersome programming languages, or to bring the content of books to the screen. In recent years, some computer companies, in order to make a profit, have pressed all kinds of "electronic question banks" for exams on students who are already tired of them, and the result is certainly not welcomed by teachers and students, especially those who are engaged in the subject of education, who still prefer the chalk and blackboard they are used to, and are almost "insulated" from the world of computers. "The computer world is virtually insulated from the computer world.

However, and in the field of education by the "cold shoulder" on the contrary, the computer and its twin brother game consoles together, in the children's and even adult games in the kingdom but very popular, in the fast-paced modern society easily occupied people's valuable leisure time and a lot of money. The sudden emergence of the electronic game industry in the world has more than $ 15 billion of the huge consumer market, its scale than the United States film industry is even more huge, the speed of its technological update is even more incredible: the latest in the field of information "virtual reality" (virtual reality) technology by the United States National Aeronautics and Space Administration invested $ 20 million to develop to a level that is barely enough to play the game. The latest "virtual reality" (virtual reality) technology in the information field was developed by NASA with an investment of $200,000 to barely be applied, and it was not long before Nintendo launched the "Virtual Boy" video game console with a price tag of only $199; today's fastest Intel processor executes 100 million commands per second, and Sony's latest electronic "play station" (play station) with a price tag of $200 is the most recent one. Sony's latest $200 electronic "play station" is 10 times faster.

It seems that the main reason for the "sad fate" of computers in education lies not in the technology itself, but outside of it.

(2) The inspiration of the successful

In fact, the computer in the field of education for more than a decade, not always a tragedy.

In the mid-80s, the U.S. Apple's educators in the market forecast of educational technology, eager to study and understand the problem: when the computer as the core of modern educational technology as convenient as the use of books and paper, teachers and students of teaching activities will change? So they selected some classes in a few schools for the experiment, provided each student and teacher with two computers, one in the school and one at home, and began an educational reform experiment called "appleclassroon of tomorrow" (appleclassroon of tomorrow). The study. The study lasted for 10 years and accumulated a wealth of first-hand information [②], especially in improving the effectiveness of education, and achieved many exciting results.

The experimental study, which essentially explored and created a learning environment and educational model for the information age, was first welcomed by students. By the end of the first school year, students' attention and learning attitudes had improved significantly, and they began to change from passive knowledge acceptance to active exploration and personalized independent learning. Although it took some time and effort to master educational technology, they became more interested in, capable of, and more effective in learning as they gradually became proficient in using the new technology to learn and study various knowledge and skills with the guidance and help of their teachers. One fourth-grade teacher summed it up when she wrote: "The students are not tired of working on the computer, they are actually asking for more work, and I have rarely seen students ask for extra work in my past teaching experiences." In the past, there was often a concern that students working on computers all day would become isolated due to a lack of peer interaction. The experiment found the opposite: independent learning with new technologies promotes more communication and collaboration among students than traditional classroom instruction. This new model of education has led to profound changes in teachers' attitudes and behaviors, fundamentally altering traditional teacher-student relationships and interactions. Teachers feel that they are acting more as administrators and guides than as lecturers. Efforts to integrate modern educational technologies into the classroom have led them to re-examine the basic norms of education and to consider a range of new features of the teaching profession in the future information society. The new technologies liberate teachers from the repetitive nature of educational activities and allow them to dedicate their creativity to more challenging and personalized student-teacher interactions and explorations. This is clearly an important way forward to fundamentally improve the effectiveness of education. As one teacher put it: "The new technologies have kept my passion as a teacher alive, but I am not the same as I was before, now I am guiding my students, who are taking charge of their own education, creating their own knowledge, using their own creativity to research and express information to others."

Directing this comedy of educational reform is not only Apple, all the successful actors and the lucky audience will get the following **** knowledge: contemporary information technology to bring education is not only the means and methods of change, but also including the concept of education and education model, including a historic change. Therefore, if we fail to update the concept and change the mode, the use of educational technology will not only not improve the effectiveness of education, but also lead to a waste of educational resources.

How to study the impact of information technology on the future of education? There is an important methodological issue here. People tend to understand the relationship between the two only superficially, and thus only see the two directly related to the two aspects: on the one hand, information technology will cause changes in educational technology and even educational means and methods; on the other hand, information technology itself will become an important element of education. Both of these are well and good, but in reality, the impact of technology on education often passes through the important intermediary and bridge of culture. Therefore, exploring the changes that contemporary information technology has brought and will bring to the cultural foundations of human beings and even their way of life, and then exploring the implications for the future of education, may broaden the horizons of our research.

The Fission of Contemporary Information Technology in the Three Cornerstones of Culture and Education

In the age of printing, reading, writing and computing were recognized as the three legs of the tripod of culture, and were also regarded as the three cornerstones of traditional education. All countries in the world have made the cultivation of these three skills the top priority of basic education, and teachers and students have made a lot of efforts to this end. Contemporary information technology is in the traditional culture - the three foundations of education has triggered a powerful fission.

(a) Reading changes

Education must ultimately be implemented to students' active learning. Therefore, in various forms of reading comprehension to obtain data and information, which is the main way of learning and development of students; similarly, to create the most favorable information environment for students, teaching students the ability to obtain and process information is the main task of the teacher's teaching work. Studying and grasping the changes in reading styles brought about by contemporary information technology is an important window for understanding and grasping the mode of education in the information age. The changes in reading styles caused by contemporary information technology are highlighted in the following three aspects.

1. From text reading to hypertext reading.

Since the creation of printing technology, human beings have been accustomed to reading texts and finding the information they need from a variety of books and materials for work and life. Knowledge and information in a text can only be arranged in a linear structure, so there is an insurmountable limit to the speed and efficiency of reading and retrieval. In the face of the serious challenge of the "knowledge explosion", how can human beings transcend this boundary? The emergence of "electronic books and journals" has brought the gospel to mankind. In "e-books", the connection between knowledge is no longer linear, but net-like, and there can be a variety of combinations of connection and retrieval methods, showing people a new, efficient hypertext (hypertext) reading and retrieval methods.

2. The development of multimedia e-readers from simple text reading.

The traditional reading material is text, in the electronic reading object from the abstraction of the text is expanded to images, sound, three-dimensional animation and other media. This is the information age "hypermedia" (hypermedia) reading. This almost "holographic" way of reading across time and space combines reading with feeling and experience, and greatly improves the interest and efficiency of reading.

3. Efficient search reading in dialog with electronic databases.

The most significant change in reading brought about by computers is the emergence of efficient searchable reading. Let's take an example to help people understand the significance of this change. Since 1985, China has spent seven years computerizing the Twenty-five Histories of the Chinese Academy of Sciences (CABS) and establishing the Twenty-five Histories Full-Text Search System (TTSS). When you want to find the information about "wind" in the meteorological field in this masterpiece, the time and effort required for traditional reading and searching is imaginable, but nowadays, by using hypertext reading and automatic computer searching, you only need to type in "wind", "meteorology", etc. The system can also be used to search for "wind" and "meteorology", Nowadays, with the use of hypertext reading and automatic computer search, you only need to type in key words such as "wind", "meteorology" and so on, and put the necessary restrictions (exclude "wind" which has nothing to do with meteorology), and after a short period of 6 seconds, the computer will screen out 10968 paragraphs of relevant information and 14918 terms for you on the basis of reading the whole text of the 25 Histories, forming a special text. The computer will filter 10968 paragraphs and 14918 words for you based on the whole text of the Twenty-five Histories, forming a special text for you to read. If you want to simplify, you can talk to the computer again until you get the information you want, and the computer will make sure you don't get bored.

After understanding this new way of reading and searching in the information age, it is not difficult to imagine the great changes that will take place in libraries, teachers' preparation and students' learning patterns. At the same time, the cultivation of this new reading ability should not only begin at an early age, but also the urgent need for adults to remedial courses and even "literacy". In 1995, the sales of electronic encyclopedias around the world already exceeded the sales of paper-printed encyclopedias, [4] a figure that conveys a message to humanity that is not only multidimensional but also shocking. Of course, hypertext and hypermedia reading ability is still based on traditional text reading ability, but the latter's transcendence of the former is a distinctive feature of the times, reflecting the challenge and stimulation of the information society to the individual's creative learning ability.

(2) Changes in the way of writing

In the wave of computers sweeping through offices and homes, journalists, writers, scientists, secretaries, and even leaders are "switching pens" in a paradoxical state of mind of excitement and pain. In contrast, the new generation of schoolchildren on the keyboard and mouse "pen" mastery and favor, is in the video game machine "magic" under the lure of natural occurrence. This shows how strongly and sharply the information age is challenging the traditional way of writing. What changes will contemporary information technology bring to writing style and writing education? I think the most prominent are the following four points.

1. From handwriting to keyboard input, mouse input, scanning input, voice input.

The emergence of computer word processing systems and the increasing refinement of the efficiency of human writing has greatly improved, not only in the speed of text entry on the fast, more importantly, is the expansion of the function of the electronic writing with great flexibility, can be copied, copied at will, added, deleted, etc., which greatly saves the cost of writing in the huge repetitive labor, which is the human energy and even life savings. This is a saving of human energy and even life. Once the human-computer interface technologies such as scanning input, optical pen and data board input, voice input, computer vision systems such as "eye trackers" and machine translation mature further, a more "user-friendly" human-computer interface will emerge, accelerating the pace of human-computer dialog.

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The computerized writing mode will accelerate the popularization of computerized writing mode, which will save human resources of the whole society and improve the efficiency of writing, which will be more immeasurable.

2. The multimedia writing mode which is rich in graphics and text, sound and form.

The content and form of writing have also changed. Printing age writing is mainly text-based writing, only in science, math writing mixed with professional symbols, in art and science writing sometimes with illustrations. But in the electronic media writing, symbols, images, sounds and even three-dimensional animation appear and use more and more frequently. This form of "multimedia" writing will become more and more important for communication, exchange and mutual understanding between authors and readers in the modern and future society. Accordingly, the ability to write in a graphic form should be developed from an early age. The writing and production of multimedia "scripts" will become more and more popular, and even become a compulsory subject in primary and secondary education.

3. Hypertext structure conceptualization and writing.

The structural change of electronic text brings more drastic changes to the way of writing and even thinking. While traditional articles and writings have a fixed linear text structure, electronic texts have a flexible, networked hypertext structure. Whereas an article written and printed on paper can only list chapter headings, an article written and accessed on a computer screen requires that each paragraph or even keyword be treated as a separate unit and networked together in a variety of ways so that it can be made available to the reader in a variety of different sequences. Especially important is that each article or even chapter should choose the most appropriate "key words" to summarize its content, in order to provide readers with a quick and simple way of searching, which is actually the article into the information society in the huge "article database".

4. Integration of reading and writing in dialog with electronic databases.

When hypertext, hypermedia electronic reading materials and rely on the "information superhighway" network to build up a huge global information base, the previous gap between the author and the reader has been broken, readers according to their own needs to access and combine many text structures are unprecedented, thus, belonging to the reader's "article database". In this human-computer dialogue between the reader and the database, the integration of reading and writing is realized. This is obviously an extremely important reading-writing ability in the information society, which is supported by a more flexible, open, complex and efficient modern consciousness and modern thinking. This new way of thinking will be externalized into a more intelligent human-computer integration of reading and writing, which will open up more and more creative space and time, and call for a future education model that is compatible with this.

(3) Changes in Computing

Traditionally, the ability to compute is only related to mathematics and mathematics education. When the application of computers is extended to various fields of social life, people are forced to explore the connection and transformation between numerical and numerical computation and various aspects of social life, which greatly expands the concept of computation and makes the whole social life more and more "digitalized". numerical".

1. From mathematical computation to the use of "base 2 code" and binary digital simulation and high-speed computing.

The cornerstone of computer design thinking is the "bits" (the smallest unit of information) as the fulcrum of the "base 2 code", any field of problems to be handed over to the computer to solve, must first be converted to be able to use the two numbers 0 and 1 to express the "computer language". Any problem in any field that can be handed over to a computer for solution must first be converted into a "computer language" that can be expressed by the numbers 0 and 1. Thus, the essence of computer application research is to explore how to use "base 2 code" and binary to express the problems to be solved in each field, and to simulate the field digitally. Nowadays, with the amazing development of computer computing speed, especially the increasing maturity of software technology and the emergence of various tools and platforms, the purely digital computer language is retreating from the "front stage" to the "back stage", and the emergence of various "friendly" interfaces. The emergence of various "friendly" interfaces has gradually shifted the instructions that people entrust to computers from digitalization and specialization to popularization and massification. After such a "makeover", computing and computers to the public in the form of enjoyable, easy to learn and use into thousands of households, penetrating into all aspects of modern social life.

2. The digitization of text makes computers from language to culture, and make the traditional culture - the three pillars of education (reading, writing, arithmetic) into one.

The digitization of the written word can be seen as an important cornerstone or milestone in the introduction of computers into all areas of human life. Since then, the world expressed and described by words can be transformed into a binary computer language, and computers have begun to rise from technology to culture. At this point, reading, writing and arithmetic, which are the three pillars of traditional human culture, are inseparably integrated in computer language and culture, and the challenge and promotion for the future society and future education can be imagined.

3. The digitization of images, sounds, films and videos has brought mankind into the world of computer simulation in "virtual reality" and made digitization an important cultural way, way of life and educational mode for mankind to grasp the history, reality and future.

Computer culture did not stop there. The world was shocked when it conquered the world of sound and image, which are more complex than words, and even the world of three-dimensional animation, which synthesizes the vector of time. But this new development of computer culture into modern technology, and thus change the entire living environment of mankind is in recent years the global popularity of "multimedia" and "information superhighway" created by the digital miracle.

"Multimedia" technology does not mean the integrated use of a variety of communication media, but a variety of different media recorded and expressed in the information into one, and freely decomposed, combined, which is through the development of digital technology and the extensive use of the realization. Nowadays, from the library books, to sound, image expression of the material and spiritual world of mankind's pictures, film, audio tapes, video tapes and other huge database, can be digitized and processed after condensed, invisible in the tiny CD-ROM. These high-density compressed data in the light, electricity carries, at all times in the high-speed global "information superhighway" network, waiting for and human wisdom to realize the "network" across time and space, and "stimulate", to create a "network" of human material and spiritual world.

The concepts of "multimedia" and "information superhighway" have made their debut in the mass media in less than five years, but have changed the way people interact, learn, and communicate with each other at an astonishing rate. However, they have changed people's way of communication, learning, working and living with an amazing speed, making the "global village" smaller and smaller and the whole world more and more digitalized, networked and intelligent.

We have discussed the challenges and changes that will be faced by reading, writing, and computation skills as the foundation of culture in the information age that has changed from the printing age to the electronic age, and it is not difficult to see, just from this small window, that the trans-century cultural-educational changes we are experiencing at present are both drastic and profound. While traditional education focuses on the transmission of culture, modern and future education pays more attention to the cultivation of human creativity in addition to the transmission of culture, thus realizing the continuous transcendence of culture. The transcendence of culture has both quantitative and qualitative changes, and whenever the foundation of culture undergoes substantial changes, the qualitative change of culture is inevitable. It is only through this that we can gain a deeper insight into the trends and prospects of educational reform and development in the information age.