How should the information age affect teaching goals and methods? One of the claims voiced by educators is that computerized information tools make systematic study and acquisition of information redundant. Put bluntly this claim states that students should no longer 'waste' their time learning or memorizing texts and facts that can be retrieved in a keystroke. We attempted to examine the current role of information acquisition in learning processes by interviewing 24 expert academic researchers who work regularly with computerized information tools. Analysis of the researchers' descriptions of their learning and thinking processes revealed that, according to the majority of the researchers, computerized information tools have not reduced the importance learning and acquiring information. These exploratory findings suggest that information acquisition should still be an important part of the curriculum in the age of information.
- Cognitive effects of information technology
- Distributed cognition
- Higher order thinking strategies
- Information acquisition
- Knowledge construction