Abstract
This descriptive research tries to probe the impact of the emerging information technologies on reshaping both face—to-face and distant education.
At a time when the technologies underlying all forms of schooling are
rapidly changing, the sketching of the emerging opportunities initiates a
dialogue about the pedagogy of dislocation that will undoubtedly prevail
in the impending Human Age. Interactive multimedia systems are said to
hold the promise of revolutionizing education. In the future, it will be
possible for people to learn anything. anytime, and anywhere by using
notebook-sized computers, pen-based interfaces. wireless networking,
and relevant software, teachers can conduct field-based experiences in
which students are physically distributed across an environment. yet
linked together by shared data, and pedagogical guidance. Educators will
be able to create classrooms with electronic walls that are useful in certain types of training, and that demonstrate the distributed learning approach. The cyber-school system, which adapts the approach of the pedagogy of dislocation. can prepare students to cope with the prevailing
environment of the Age of Information.
The research, which forms an integral part of educational psychology,
concludes that the different variants of current educational practices in
schools and universities. including credit for contact, credit for computers and credit for contact plus computers should be reexamined to
probe their effectiveness in the impending Human Age.