Which technology relies on knowledge

Knowledge can be reproduced or have multiple copies. Lastly, knowledge must be in a form such that it can be communicated and challenged by others. Because every academic discipline has a specific set of conventions and assumptions about the nature of knowledge within its discipline, students in higher education need to change the perspectives of their everyday experience to match those of the subject domain. If academic knowledge requires mediation, then this has major significance for the use of technology.

Language i. Media such as video, audio, and computing can also provide teachers with alternative channels of mediation. For academic knowledge, the role of the teacher is to help students understand not just the facts or concepts in a subject discipline, but the rules and conventions for acquiring and validating knowledge within that subject discipline.

Academic knowledge shares common values or criteria, making academic knowledge itself a particular epistemological approach. In a knowledge-based society, knowledge that leads to innovation and commercial activity is now recognised as critical to economic development. I do though challenge the idea that the nature of knowledge has undergone radical changes. The difficulty I have with the broad generalisations about the changing nature of knowledge is that there have always been different kinds of knowledge.

One of my first jobs was in a brewery in the East End of London in I was one of several students hired during our summer vacation. One of my fellow student workers was a brilliant mathematician. Every lunch hour the regular brewery workers played cards three card brag for what seemed to us large sums of money, but they would never let us play with them. My student friend was desperate to get a game, and eventually, on our last week, they let him in. They promptly won all his wages.

Gilbert argues that in a knowledge society, there has been a shift in valuing applied knowledge over academic knowledge in the broader society, but this has not been recognised or accepted in education and particularly the school system.

She sees academic knowledge as associated with narrow disciplines such as mathematics and philosophy, whereas applied knowledge is knowing how to do things, and hence by definition tends to be multi-disciplinary. Gilbert argues p. It is abstract, rigorous, timeless — and difficult. It is knowledge that goes beyond the here and now knowledge of everyday experience to a higher plane of understanding…..

In contrast, applied knowledge is practical knowledge that is produced by putting academic knowledge into practice. It is gained through experience, by trying things out until they work in real-world situations. Making a distinction between academic and applied knowledge misses the real point about the kind of education needed in a knowledge society and a digital age. It may not originate or end in the heads of individuals, but it certainly flows though them, where it is interpreted and transformed.

Knowledge may be dynamic and changing, but at some point each person does settle, if only for a brief time, on what they think knowledge to be, even if over time that knowledge changes, develops or becomes more deeply understood. Thus it is not sufficient just to teach academic content applied or not.

All this is needed because of the explosion in the quantity of knowledge in any professional field that makes it impossible to memorise or even be aware of all the developments that are happening in the field, and the need to keep up-to-date within the field after graduating. To do this learners must have access to appropriate and relevant content, know how to find it, and must have opportunities to apply and practice what they have learned.

Thus learning has to be a combination of content, skills and attitudes, and increasingly this needs to apply to all areas of study. This does not mean that there is no room to search for universal truths, or fundamental laws or principles, but this needs to be embedded within a broader learning environment. This should include the ability to use digital technologies as an integral part of their learning, but tied to appropriate content and skills within their area of study.

Also, the importance of non-academic knowledge in the growth of knowledge-based industries should not be ignored. These other forms of knowledge have proved just as valuable. For instance it is important within a company to manage the every-day knowledge of employees through better internal communication, encouraging external networking, and rewards for collaboration and participation in improving products and services. However, it has been the explosion in academic knowledge that has formed the basis of the knowledge society.

It was academic development in sciences, medicine and engineering that led to the development of the Internet, biotechnology, digital financial services, computer software and telecommunication, etc. Indeed, it is no co-incidence that those countries most advanced in knowledge-based industries were those that have the highest participation rates in university education. Although it often falls short, the goal of academic studies is to reach for deep understanding, general principles, empirically-based theories, timelessness, etc.

Academic knowledge is not perfect, but does have value because of the standards it requires. Nor have academic knowledge or methods run out of steam. There is evidence all around us: academic knowledge is generating new drug treatments, new understandings of climate change, better technology, and certainly new knowledge generation. Indeed, more than ever, we need to sustain the elements of academic knowledge, such as rigour, abstraction, evidence-based generalisation, empirical evidence, rationalism and academic independence.

It is these elements of education that have enabled the rapid economic growth both in the industrial and the knowledge societies. The difference now is that these elements alone are not enough; they need to be combined with new approaches to teaching and learning.

As mentioned earlier, there are many other forms of knowledge that are useful or valued besides academic knowledge. There is increasing emphasis from government and business on the development of vocational or trades skills. Teachers or instructors are responsible for developing these areas of knowledge as well. However, one feature of a digital society is that increasingly these vocational skills are now requiring a much higher proportion of academic knowledge or intellectual and conceptual knowledge as well as performance skills.

The nature of the job is also changing. For instance, auto mechanics are now increasingly focused on diagnosis and problem-solving as the value component of vehicles becomes increasingly digitally based and components are replaced rather than repaired. Nurse practitioners now are undertaking areas of work previously done by doctors or medical specialists. Many workers now also need strong inter-personal skills, especially if they are in front-line contact with the public.

At the same time, as we saw in Chapter 1, more traditionally academic areas are needing to focus more on skills development, so the somewhat artificial boundaries between pure and applied knowledge are beginning to break down. In summary, a majority of jobs now require both academic and skills-based knowledge. Academic and skills-based knowledge also need to be integrated and contextualised. As a result, the demands on those responsible for teaching and instruction have increased, but above all, these new demands of teachers in a digital age mean that their own skills level needs to be increased to cope with these demands.

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