This book analyzes how new technologies transformed life and thought between two periods, 1880-1920 and 1980-2020, with a focus on temporal experiences of past, present, future and the spatial experiences of form, distance, and direction. The signature contrast is between experiences of time and space transformed by the telephone in the earlier period and the Internet in the later period along with other sharp contrasts: the sinking of the Lusitania in 1915 and the attack on the World Trade Center on 9/11, World War I and the Gulf Wars, gravity bombs and smart bombs, the pandemics of 1918 and 2020, assembly lines and flexible production, Farmer’s Almanacs and computer-based weather predictions, cash transactions and one-click ordering, decolonization and globalization, internationalism and planetarity. The book also makes three interpretive arguments: the Epistemological Argument covers how greater knowledge introduced uncertainties; the Ethical Argument tracks how new technologies prompted ethical judgments about their value; and the Re-hierarchizing Argument tracks the erosion of spatial hierarchies most notably in religion, society, and politics with the increasing progress of secularization, social mobility, and democratization. Time and Space in the Internet Age is a thought-provoking study for academics and general readers interested in the history of technology and science.

"In the past fifteen years, file sharing of digital cultural works between individuals has been at the center of a number of debates on the future of culture itself. To some, sharing constitutes piracy, to be fought against and eradicated. Others see it as unavoidable, and table proposals to compensate for its harmful effects. Meanwhile, little progress has been made towards addressing the real challenges facing culture in a digital world. Sharing starts from a radically different viewpoint, namely that the non-market sharing of digital works is both legitimate and useful. It supports this premise with empirical research, demonstrating that non-market sharing leads to more diversity in the attention given to various works. Taking stock of what we have learned about the cultural economy in recent years, Sharing sets out the conditions necessary for valuable cultural functions to remain sustainable in this context."--[P] 4 of cover.

This report documents how the ongoing digital transformation is affecting people’s lives across the 11 key dimensions that make up the How’s Life? Well-being Framework (Income and wealth, Jobs and earnings, Housing, Health status, Education and skills, Work-life balance, Civic engagement and ...

Intelligence in the Digital Age examines how our current Internet age and people’s use of digital technologies may be affecting their mental capacities and emotive lives in ways in which it will become increasingly difficult for those people to explore a larger, more expansive consciousness. After beginning with an examination of how people’s attention spans, working memories, and capacity for deep thought and reading are being imperiled by their addictive use of smart phones and PCs, the discussion continues with how this may be occurring at a deep level at which the brain creates short and long-term memories, pays attention, and thinks creatively. The book then explores how these negative effects may impede the search to explore the limits of one’s thinking mind and memories in pursuit of a larger intelligence. People may have fewer opportunities to be successful in this pursuit simply because they will have lost access to important personal dynamics due to the effects of the digital world on their minds, brains, and inner lives.

"This book explores the ways in which the work life of IT professionals - from the perspectives of both the individual IT worker, and managers of such workers - has had to change and adapt to the Internet Age"--Provided by publisher.

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education. Areas covered in the book include: dialogical learning and cognition dialogical learning and emotional intelligence educational technology, dialogic ‘spaces’ and consciousness global dialogue and global citizenship dialogic theories of science and maths education The challenge identified in Wegerif’s text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.