Information Technology Reference
In-Depth Information
Chapter 19
New Technologies, Learning Systems,
and Communication: Reducing Complexity
in the Educational System
Helle Mathiasen
1
and Lynne Schrum
2
1
Department of Information and Media Studies, Aarhus University, Aarhus, Denmark,
e-mail: hema@imv.au.dk
2
College of Education and Human Development, George Mason University, Fairfax, VA, USA,
e-mail: ischrum@gmu.edu
Introduction
Today education and enhanced information and communication technology (ICT)
offer new possibilities for communication collaboration, interaction, and student-
centered learning. Examining the potential impact of the new educational environ-
ment has become an important aspect of educational researchers' efforts. Much of
this research and literature about ICT and learning has been conducted through
the lens of sociocultural theories (e.g., Lave & Wenger, 1991), and theories about
dialogism (e.g., Bakhtin, 1986). In this chapter we introduce a systems theoretical
approach especially inspired by the German sociologist N. Luhmann, and examine
the empirical and theoretical research on ICT through this lens.
Based on Luhmann's concepts of learning and teaching, which considers sys-
tems, communication, and learning, the chapter explores the ways in which new
technologies have expanded classroom communication but also changed the nature
of what learners and teachers may experience. Luhmann introduces the idea of
complexity and contingency, and states, “Complexity means being forced to select;
being forced to select means contingency; and contingency means risk” (Luhmann,
1995, p. 25). The interaction requires new ways of communicating and also chal-
lenges students' abilities to deal with their own ways of knowing. The concept of
teaching is defined as a specific form of communication which intends to give stu-
dents the opportunity to learn and construct knowledge; however, this presents new
challenges for both learners and teachers. It represents inherent complexity, partly
in the system and partly in the environment of the system. Thus, educators must
learn to handle complexity as well as contingency.
