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An information society is a society where the usage, creation, distribution, manipulation and integration of information is a significant activity. Its main drivers are information and communication technologies, which have resulted in rapid growth of a variety of forms of information. Proponents of this theory posit that these technologies are impacting most important forms of social organization, including education, economy, health, government, warfare, and levels of democracy. The people who are able to partake in this form of society are sometimes called either computer users or even digital citizens, defined by K. Mossberger as “Those who use the Internet regularly and effectively”. This is one of many dozen internet terms that have been identified to suggest that humans are entering a new and different phase of society. Some of the markers of this steady change may be technological, economic, occupational, spatial, cultural, or a combination of all of these. Information society is seen as a successor to industrial society. Closely related concepts are the post-industrial society (post-fordism), post-modern society, computer society and knowledge society, telematic society, society of the spectacle (postmodernism), Information Revolution and Information Age, network society (Manuel Castells) or even liquid modernity. There is currently no universally accepted concept of what exactly can be defined as an information society and what shall not be included in the term. Most theoreticians agree that a transformation can be seen as started somewhere between the 1970s, the early 1990s transformations of the Socialist East and the 2000s period that formed most of today's net principles and currently as is changing the way societies work fundamentally. Information technology goes beyond the internet, as the principles of internet design and usage influence other areas, and there are discussions about how big the influence of specific media or specific modes of production really is.

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Information society

Post-industrial society

In sociology, the post-industrial society is the stage of society's development when the service sector generates more wealth than the manufacturing sector of the economy. The term was originated by Alain Touraine and is closely related to similar sociological theoretical concepts such as post-Fordism, information society, knowledge economy, post-industrial economy, liquid modernity, and network society. They all can be used in economics or social science disciplines as a general theoretical backdrop in research design.

Information Age

The Information Age (also known as the Computer Age, Digital Age, Silicon Age, New Media Age, or Media Age) is a historical period that began in the mid-20th century. It is characterized by a rapid shift from traditional industries, as established during the Industrial Revolution, to an economy centered on information technology. The onset of the Information Age has been linked to the development of the transistor in 1947, the optical amplifier in 1957, and Unix time, which began on January 1, 1970.

Teachers’ Reasons to Join a Community About Educational Robotics and STEAM: A Swiss Experience

Today we live in a digital society that requires the acquisition of new skills related to computer science, such as computational thinking or coding skills, as well as cross-curricular skills, such as communication, collaboration and creativity. A possible tool that allows fostering these skills in schools is educational robotics. However, the question is how to bring educational robotics into schools? Indeed, only a few teachers are conducting educational robotics activities in their classrooms. This is where Roteco comes in. We aim to create a community of teachers interested in educational robotics and to offer training in this field in order to increase the presence of robotics in the classroom. As part of the project, a teacher training concept, a collaboration platform and various teaching resources were developed. This paper presents the project and the results of a survey with 87 teachers about the reasons why they joined the Roteco community and how they contribute to its growth. The main findings show that teachers joined Roteco to remain informed about robotics, to be inspired by other teachers and to get didactic resources. Only a few of them also joined in order to communicate with other teachers or to share their own materials. In order to create a vibrant community is however important to motivate teachers to be more active.

Springer, Cham2021

Demonstration of Roteco - the robotic teacher community: An informative, collaborative platform with a unique community ecosystem

Sophia Reyes Mury

Today the digital society in which we live requires the acquisition of new computer-related skills, such as computational thinking or coding skills, as well as cross-curricular skills, such as communication, collaboration and creativity. Preparing and inspiring educators to discover, learn and contribute to child-centered innovative ideas and emerging technologies is at the heart of our mission. Within the framework of the project, a teacher training concept, a collaboration platform and various pedagogical resources have been developed. The demonstration will present the DNA of the Roteco project, the collaborative platform and its contents and how Roteco is currently supporting its community of educators. Roteco encourages synergies with FabLearn Europe / MakeEd and in the spirit of open-ended exploration encourages the possibilities.

ACM2021

Verso un'oggettività della bellezza. L'insegnamento dei Grigioni.

Stefano Zerbi, Luca Conti, Marco Svimbersky

Contemporary society is based on a perpetual evolution of personal opinions and likings. The transmission of knowledge is questioned, but if the education and teaching about a critical vision is considered an essential instrument, so the schools and the masters still have the possibility to contribute to it. So it is necessary to give a common cultural value to the term venustas in order to make beauty a collective project and the logical answer to a need, to a requirement. The example used to illustrate this hypothesis is the case of the Swiss canton Graubünden. Its recent architecture is not based on the formal result, but on the processes generating forms, which are beautiful because of their adequacy and aptness.

2010

Spillovers: Benefits and Dilemmas MGT-408: Transitions, sustainability and technology policy

Explores spillovers in innovation, societal benefits, and private returns.

Digital Democracy: Trust in the Information Age

Explores the influence of digital tools on democratic engagement and the crucial role of trust in the information age.

Coding: Learn to Code at Any Age

Explores the significance of learning to code in a digital world.

HUM-114: Science, technology and society A

Les étudiant·e·s analysent des dynamiques de co-production des sociétés et des technologies numériques, leurs enjeux et les problématisations dont elles sont l'objet, en apprenant à mobiliser des conc

HUM-353: Science, technology and society C

Les étudiant·e·s analysent la façon dont sciences, technologies et sociétés sont coproduites, en se penchant sur leur représentation dans des bandes dessinées.

MGT-202: Technologie, économie et politique: en face des crises

Ce cours traite centralement de l'innovation comme réponse essentielle aux grandes crises de notre temps - ce que l'on appelle aujourd'hui les grands défis sociétaux. Le cours alternera présentations