Forthcoming Features: Information and Communications Technologies and the Sociology of the Future

Golding, Peter

doi:10.1017/s0038038500000110

Cited by 45 publications

(38 citation statements)

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“…The widespread consensus on globalization as an inevitable fact has granted it the status of a powerful premiss in any field of policy-making, even though at the same time it is represented as diminishing the sovereignty of the nation states (Brown, 1999;Golding, 2000;Goodwin and Spittle, 2002;Selwyn and Brown, 2000). Accordingly, Clegg et al (2003: 40) note that globalization is too broad, vague and disputable a concept (see also Brown, 1999) to be used as a premiss for education policy:…”

Section: Ict and Educationmentioning

confidence: 99%

“…The transition to the information society is considered to be a profound change, on a par with the Industrial Revolution, affecting every aspect of human life and society (cf. Garnham, 2000;Golding, 2000;Goodwin and Spittle, 2002), but its definitions in the discourse are limited to ambiguous references to knowledge being at the centre of the economy, knowledge as the new capital and as the most important factor in production. This has created a tangled web of premisses, albeit a widely accepted one, to which governments have responded by issuing information society strategies without distinguishing data from information, information from ICT, ICT from knowledge, or any of these from globalization and the information society.…”

Section: Ict and Educationmentioning

confidence: 99%

“…Still, even this shift is outstandingly technologically deterministic, since ICT is seen as the cause and effect behind the new learning methods. Such a technological determinism is not a new phenomenon, since it has been repeated on societal scale since the days of the telegraph, and in education the same dramatic changes have been attributed to radio and television (Cuban, 2001: 137;Golding, 2000).…”

Section: Implementing Ict Into Educationmentioning

confidence: 99%

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Simple answers for complex problems: education and ICT in Finnish information society strategies

Nivala

2009

Media, Culture & Society

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Following the information and communication technology (ICT) revolution, governments around the world have formulated strategies to meet the challenges proposed by the ubiquitous globalization and information society discourse. Education has been the focal point of information society strategies for two reasons. First, strategies have touted the use of ICT in enhancing education. Second, education is seen as a way to move nations into the information age.Finland, alongside other Nordic countries, has been soaring high in the international ranking lists measuring different aspects of information society development (see e.g. World Economic Forum, 2005Forum, , 2006Forum, , 2007. Finland can be seen as a candidate for being a genuine information society. Furthermore, Finland's recent success in the PISA survey (the Organization for Economic Cooperation and Development [OECD]'s Programme for International Student Assessment) might suggest, if not causality, at least a correlation between information society development, education and the good PISA results.In this article Finnish strategy papers from 1999 to 2004 are analysed from three perspectives: first, what are the premisses the strategies are based on, and how are these premisses defined? Moving on from premisses, the role of education in the information society and its implications for educational policy are then analysed. Finally, there is a consideration of how well the implementation plans derived from the premisses are justified. It is then argued that the action programme based on deficiently defined premisses leads to ICT being seen as a simple answer to complex societal and educational problems. Further, political discourse is challenged by diverging interpretations of the information society. By providing a crosssection -from wide-ranging strategies to more specific information society strategies and their implementation -the internationally recurrent themes of the Finnish strategies are discussed as an example of a larger phenomenon in the field of educational policy that, although evolving, does not show any signs of fading away. Media, Culture & Society

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Section: Ict and Educationmentioning

confidence: 99%

Section: Ict and Educationmentioning

confidence: 99%

Section: Implementing Ict Into Educationmentioning

confidence: 99%

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Simple answers for complex problems: education and ICT in Finnish information society strategies

Nivala

2009

Media, Culture & Society

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“…As networks continue to expand distribution of content via increasingly specialized outlets, further audience fragmentation can be expected (Tewksbury, 2005). But one must also keep in mind that all of these changes take place within the existing social and economic framework in which continuities will exceed change, and where corporate consolidation will be more common than will be media convergence (Golding, 2000;Neuman, 1991).…”

Section: Social Differentiationmentioning

confidence: 99%

The Big Three's Prime-Time Decline: A Technological and Social Context

Hindman

Wiegand

2008

Journal of Broadcasting & Electronic Media

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This paper is an analysis of factors associated with the 25-year decline in the prime-time shares of the top 3 television networks. Time series analysis revealed a stronger serial correlation between network decline and social indicators than between network decline and technological factors. Network shares were negatively correlated with indicators of social differentiation, and were also negatively correlated with the penetration of cable and other multiple video programming distribution sources (MVPD) into the nations households (the technological context). .indings were discussed in terms of the impact of social change on both the audiences and organizations of broadcasting.In the past 25 years, the Big Three broadcast television networks, ABC, CBS, and NBC, have experienced a significant decline in the share of the prime-time viewing audience. In 1980, more than 90% of television viewers were tuned in to one of these three networks during prime time. By 2005, the season ending average prime-time share of the Big Three networks had fallen to 32%. This means that during the 20042005 television season, fewer than one in three households using television during prime time were tuned to ABC, CBS, or NBC

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“…Nation and locality are not yet transcended. Surrounded by a barrage of Nokia and Ericsson wizardry, scholars feel compelled to occupy the space created by digital acronyms, e-fantasy and the fear of appearing paranoid or myopic in the face of undoubted technological advance (see Golding, 2000).…”

mentioning

confidence: 99%