Abstract

In the first decades of the IT revolution, disproportionate amounts of intellectual energy and financial investment were expended in building out the technology foundations. As a result, campuses now rely heavily on technology and Web resources that, though radically altering the academic landscape, have remained centered on the build-out of core services around the core infrastructure. Today, the traditional infrastructure centric role of IT has reached an important juncture. New demands, such as for improved cyber-security infrastructure investments, will undoubtedly develop. But it will be the ways in which institutions leverage the latest generation of infrastructure for teaching and learning that will differentiate and distinguish academic institutions. Moreover, colleges and universities need to validate and capitalize on the propensities of these learners and leverage their abilities for engaging authentic challenges and each other. This article discusses the efforts in the transformation of learning environments through the integration of multimedia literacy and curriculum development. Topics include curriculum design, the nature and meaning of literacy for learners, and the profound, long-term changes to human cognition occasioned by the intersection of new media, the learning environment, and work. Consequently, the signs are incredibly promising. After early skepticism and even some obstruction, new media literacy is being seriously debated and integrated into core curriculums at a number of the most forward-thinking and prestigious colleges and universities in the world.

Citation

Gonick, L.S. (2006). New Media and Learning in the 21st Century. EDUCAUSE Review, 41(1), 68-69. Retrieved August 14, 2024 from https://www.learntechlib.org/p/99192/.

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Keywords

• curriculum design
• curriculum development
• Educational Change
• educational innovation
• higher education
• information technology
• Multimedia Instruction