Computer Networks and Globalization

D Martinovic,J Magliaro

doi:10.26522/brocked.v16i2.84

Abstract

Communication and information computer networks connect the world in ways that make globalization more natural and inequity more subtle. As educators, we look at these phenomena holistically analyzing them from the realist’s view, thus exploring tensions, (in) equity and (in)justice, and from the idealist’s view, thus embracing connectivity, convergence and development of a collective consciousness. In an increasingly market- driven world we find examples of openness and human generosity that are based on networks, specifically the Internet. After addressing open movements in publishing, software industry and education, we describe the possibility of a dialectic equilibrium between globalization and indigenousness in view of ecologically designed future smart networks

Highlights

Communication and information computer networks connect the world in ways that make globalization more natural and inequity more subtle
Is it because we believe that computer technology does not affect our bodies or psyche? More time is needed in order to study the effects of the new hardware and software products on humans, as individuals, groups, and societies
Globalization of a Social Space Regardless of the standpoint one takes on the continuum between the idealist and the realist view, one has to agree that the Internet is one of the most effective forces of globalization (Ferdinand, 2000), and as such is changing what we teach and how we teach (White, 2004)

Summary

Introduction

Communication and information computer networks connect the world in ways that make globalization more natural and inequity more subtle. The learners who themselves experience learning with technology, especially the emerging possibilities of the Web, may eventually bring change to the educational system (Kearsley, 2004). Ghosh (2004) explains this further by stating that the market has led to the globalization of social space, renegotiation of cultural space and reconceptualization of the way we think about learning and educational systems.

Results

Conclusion