Globalization of markets and expanding communication technology networks affect all dimensions of education: curriculum, instructional method, learning environments, and administration. In this article, the author anticipates the impacts upon education in science, technology, and society (STS).
Get full access to this article
View all access options for this article.
References
1.
Baudrillard, J. (1980). The implosion of meaning in the media and the implosion of the social in the masses. In K. Woodward (Ed.), The myths of information: Technology and postindustrial society (pp. 137-148). Madison, WI: Coda.
2.
Castells, M. (1996). The rise of the network society. Cambridge, MA: Blackwell.
3.
Conley, D. (1992). Some emerging trends in school restructuring. ERIC Digest, 67-67.
4.
Heller, A., & Feher, F. (1988). The postmodern political condition. New York: Columbia University Press.
5.
Inglehart, R. (1977). The silent revolution: Changing values and political styles among western publics. Princeton, NJ: Princeton University Press.
6.
Jameson, F. (1984). Postmodernism, or the cultural logic of late capitalism. New Left Review, 146, 53-92.
7.
Kolodny, H., Liu, M., Stymne, S., & Denis, H. (1996). New technology and the emerging organizational paradigm. Human Relations, 49(12), 1457-1487.
8.
Lyotard, F. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.
9.
Piven, F. (Ed.). (1991). International and comparative labor parties in postindustrial societies. Cambridge, MA: Polity.
10.
Tchudi, S. (1988). Invisible thinking and the hypertext. English Journal, 77, 22-30.
11.
Turkle, S. (1995). Life on the screen. New York: Simon & Schuster.
12.
Wolf, J. (1997). From “starworks” to networks and hierarchies. Management International Review, 37(1), 145-169.
13.
Zuboff, S. (1988). In the age of the smart machine: The future of work and power. New York: Basic Books.