Reference: Harvard Style
Knowledge can be interpreted in different ways where one scholar defines knowledge as a learnt education another interprets knowledge as intelligence. Knowledge is continuing a process commencing at birth. Belisle (2006) states
Knowledge is much more than the transmitted or acquired information. It is the awareness and understanding of facts, truths or beliefs resulting from perception, learning and reasoning.
A thorough knowledge is gained through education as well as real life experiences. Dependency on digital technology has increasingly changed the lives of individuals. In the modern era, knowledge is also gained from digital technologies such as computer, smartphones, televisions and the Internet. This essay will discuss the possibilities of digital technologies for knowledge and the negative impacts of the technologies by examining increased use of visual aids, access of information and by identifying if a dependency on digital technologies creates health issues and cultural and social impacts as society replaces traditional technologies with digital.
In the modern era, technology helps in creating, storing and managing of information digitally. A survey conducted in 2010 by Records management practices and arrangements reported that time and cost benefits in accessing archival information, the better security of information and improved compliance with legislation and procedures to ensure privacy is maintained (National Archives of Australia 2015). In the past, with the use of print media, people would spend time utilising mail, handbills and posters for immediate and focused distribution of their information. Today digital media gives us social media such as Facebook, Instagram, LinkedIn or Twitter that connects
References: Australian Bureau of Statistics 2012, How Australia accesses and uses the Internet, cat no. 1301.0, ABS, viewed on 02 February 2015, <http:www.abs.gov.au/AUSSTATS/abs@nsf/1301.0.0Main+features2012> Belisle, C 2006, ‘Literacy and the Digital Knowledge Revolution’ in A Martin &D Madigan (eds.), Digital literacies for Learning, Facet, London, pp. 51-67. Ives. EA 2012 iGeneration: The Social Cognitive Effects of Digital Technology on Teenagers, viewed 25 January 2015, <http:www.eric.ed.gov/?id=ED543278> Lupton, D 2014, ‘Feeling Better Connected’: Academics’ Use of Social Media. News and Media Research Centre, University of Canberra, p.30. National Archives of Australia 2015, Benefits of digital information and records, viewed 01 February 2015, <http://www.naa.gov.au/records-management/digital-transition-policy/benefits-of-digital-information.aspx> Rowan, C 2010, ‘Unplug-Don’t Drug: A Critical Look at the Influence of Technology on Child Behaviour With an Alternative Way of Responding Other Than Evaluation and Drugging’, Ethical Human Psychology and Psychiatry, vol. 12, no.1, pp. 60-68. Sims. E, O’Leary. R, Cook. J & Butland. G 2002, Visual Literacy: What is it and do we need it to use Learning Technologies effectively, Learning Technology Support Service, University of Bristol, United Kingdom, viewed 05 February 2015, <http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/ellen_sims_et_al.pdf>