[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595360-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595360-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w-technology-information-and-learning","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W - Technology, information and learning","","The text examines how learning, education, and the arts have been transformed by recent developments in technology, information, and digital culture. It argues that change is often evolutionary rather than revolutionary, and emphasizes educators’ responsibility to develop critical and creative tools for responding to interactivity shaped by ethical and caring goals. Using ideas from Latour, simulation and mediation in digital environments are analyzed, alongside critiques of McLuhan’s influence on globalisation claims and the interpretive meaning of “The Medium is the Message.”",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w-technology-information-and-learning/595360/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w-technology-information-and-learning/595360.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the text describe the nature of change in technology and education?","Question",{"text":63,"@type":64},"It treats change as evolutionary, while still allowing for dramatic shifts. Learners and educators are expected to actively respond by building critical and creative tools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is meant by simulation in the author’s usage?",{"text":68,"@type":64},"Simulation refers to creating artifacts within computerized contexts and integrating and co-opting them into an increasingly digital culture, including how such systems shape what is experienced as “real.”",{"name":70,"@type":61,"acceptedAnswer":71},"How does the text relate the idea “The Medium is the Message” to media effects?",{"text":72,"@type":64},"It argues that the medium affects human sense-ratios and therefore alters thought, concepts, and values. The key effect comes from the encounter between the medium and subjectivity, not from content alone.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595360,1792906878,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nTechnology, information and learning  \nRON BURNETT  \nEmily Carr Institute of Art and Design,  \nVancouver, British Columbia, Canada  \nThe context for learning, education and the arts has altered dramatically over the last few years, as has the cultural environment for educators and those involved in artistic and creative activities. A number of crucial developments have transformed the terrain of technology, education, art and culture, and these will have a profound effect not only on the social and political structure of advanced industrial societies, but on the ways in which we see ourselves, act upon and within the communities of which we are a part and how we create meanings, messages and information for the proliferating networks that now surround us.  \nThis is not to say that we are undergoing a revolutionary change. I tend to see history as evolutionary, which in no way precludes dramatic shifts from occurring. As learners and educators, I believe it is our responsibility to become active within this environment and to develop the critical and creative tools to respond to the“ongoing evolution of an emerging aesthetic of interactivity in which aesthetic goals are linked with ethical goals and are based on a perspective of caring for both the individual and the larger economic, political, ecological, social and spiritual circumstances that create contexts for the individual”(Gigliotti 1998, p. 89) .  \nOur cultural claims about the various factors that produce change tend to be linear—the line being one that moves along a fairly straight, if not narrow, trajectory from the less complex to the more complex. The approach that I will take looks at the displacements that are created by the movement from one phase to another—movement here being more like transportation framed by what Bruno Latour has described as “connections, short circuits, translations, associations, and mediations that we encounter, daily”(Latour 1997, p.183) .  \nThe continuing importance of mediation in digital media environments  \nLou Gerstner, the Head of IBM, described Deep Blue, the computer developed to play chess at the grandmaster level, in these terms:  \nDeep Blue is emblematic of a whole class of emerging computer systems that combine ultrafast processing with analytical software. Today we’re applying these systems to challengesfar more vital than chess. They are used for example in simulation—replacing physical things with digital things, re-creating reality inside  \npowerful computer systems (Gerstner 1998, p. 2) .  \nWhat is important here is not only the reference to Deep Blue and very fast computer systems, but the assumption that the replacement of physical things with digital things re-creates reality inside computer systems and, by extension, in reality itself. This may well be true and may well be happening, but we need to examine the implications of the claim and locate it within a cultural, social and economic analysis. And we need to become quite clear about the meaning of the term simulation, which is used most often to refer to an artificial environment that either replaces the real or, in Jean Baudrillard’swords, become the real (Baudrillard 1988) . Simulation, as I use it, means the creation of artifacts within computerised contexts, and their use and integration, as well asco-option, into an increasingly digital culture.  \nHistorically, the advent of new technologies in the 20th century has been paralleled by claims of social effect and cultural transformation. These are synoptically represented by the continued influence of Marshall McLuhanon present thinking about technology and its effects. Many of the assumptions guiding McLuhan’s cultural appropriation-by a variety of educators, writers, commentators and economists-do not stand up to rigorous scrutiny. It is important to understand, however, how crucial McLuhan has been in articulating the foundations for late 20th ce","cbCaikOlmSgeNAB1","https://ap.wps.com/l/cbCaikOlmSgeNAB1","pdf",204978,"English","# Technology, information and learning\n## Learning and cultural change\n## Ongoing evolution of interactivity and ethics\n## Displacements from one phase to another\n## The continuing importance of mediation in digital media environments\n## Simulation and re-creating reality in computer systems\n## Critique of McLuhan’s assumptions and policy influence\n## “The Medium is the Message” and media effects","[{\"question\":\"How does the text describe the nature of change in technology and education?\",\"answer\":\"It treats change as evolutionary, while still allowing for dramatic shifts. Learners and educators are expected to actively respond by building critical and creative tools.\"},{\"question\":\"What is meant by simulation in the author’s usage?\",\"answer\":\"Simulation refers to creating artifacts within computerized contexts and integrating and co-opting them into an increasingly digital culture, including how such systems shape what is experienced as “real.”\"},{\"question\":\"How does the text relate the idea “The Medium is the Message” to media effects?\",\"answer\":\"It argues that the medium affects human sense-ratios and therefore alters thought, concepts, and values. The key effect comes from the encounter between the medium and subjectivity, not from content alone.\"}]","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W - Technology, information and learning | PDF",1792080983]