Posted at 05.17.2017
At the beginning of 2000th, a prominent scientist Clayton Christensen conducted a case study analysis , in which he argued the difficulties of the comparative analysis of disruptive and sustaining technologies as they are perceived by society. Disrupting technologies require major and far-reaching alterations, whereas sustaining technologies are characterized by a completely different vector and aimed primarily on the improvement of company’s current practices. The scientist noted that these two different ways of information processing caused the split between some generally accepted strategies and a totally new understanding of business model building; as the result of this, many successful companies were forced into bankruptcy as they did not cope with a highly changeable trend of disruptive technologies. In its turn, the risk of bankruptcy was the main reason for the avalanche of essays on social networking and related studies. Up to this very day, administrators of big organizations and university professors claim the necessity to continue research and development of sustaining technologies (here we are talking about clickers and PowerPoint) and refuse to rebuild traditional methods of teaching in accordance with disruptive technologies (or at least, resist adopting innovations).
However, numerous book reviews show that, predominantly, information, which is needful for learners, tends to be disruptive by being constantly changed in the way it is stored, used and organized. We ought to admit the impossibility to ignore ongoing revolutions in higher education, especially those connected with innovations of information technology; obviously, it is our duty to suggest ways, in which local situations of “digitally divided” can turn to be a spreading wraparound conception of “the technologically connected world”. That is why the student writing his or her argumentative essay on social networking should be well-informed and technologically educated. The problem of “digital divide” can be eliminated only and only by suitable training techniques, which means that specialists must constantly share their knowledge and experience over the question of access to online information sources and the usage of evolving computers in more powerful and sophisticated ways.
Most colleges and universities successfully manage to provide the students with online access to at least several scientific journals, although students and young learners at a great number of smaller institutions very often cannot afford to be subscribed to quite expensive sources of the scientific literature. What basis for modern information management can possibly be offered and what skills can be taught by those institutions if they really are up to enabling their students to become educated experts? Let us take a look into this matter by overviewing several valuable discursive sources, namely: