Information and communication technology has created a global “network society”. A new type of space created by rearranged global interactions have allowed for distant synchronous, real-time interaction between people, territories, and organizations in diverse educational, culture, economic, and political domains. This chapter surveys the inclusion of technology in twenty-first-century education policy and national curriculums. It discusses how learners and teachers can benefit from hardware and software that are increasingly complementing and converging to create products capable of multiple functions. But the emphasis on the possibilities offered by the electronic-digital and cyber dimensions should not come at the expense of the human dimension as the world becomes increasingly characterized and dominated by technology. Technology should never be allowed to define who we are or drive human choices and actions in an era of incomprehensible technological complexity and change. Copyright © 2017 Oxford University Press.
|Title of host publication||The Oxford handbook of technology and music education|
|Editors||S. Alex RUTHMANN, Roger MANTIE|
|Place of Publication||New York|
|Publisher||Oxford University Press|
|Publication status||Published - Jul 2017|
CitationLeong, S. (2017). Globalization and technology in twenty-first-century education. In A. Ruthmann, & R. Mantie (Eds.), The Oxford handbook of technology and music education (pp. 89-104). New York, USA: Oxford University Press.
- Education 3.0
- Education policy
- Innovative pedagogies
- Techno-human future