Scholarlink

For the better part of three decades, the discourse surrounding Educational Technology (EdTech) has been governed by the logic of the Information Age. The primary aims were digitization, connectivity, and the democratization of access to static content. The educational landscape is currently undergoing a major change that makes these older paradigms insufficient. We are seeing the transition from the “Information Age” where tools store and retrieve data to the “Intelligence Age,” characterized by systems that actively synthesize, generate, and interact with information in ways that mimic human conversation.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Introduction: Navigating the Intelligence Age in Early Childhood and Primary Education

  • 章节

  • 发表日期：

    2026年

查看全文
  • Stamatios Papadakis

摘要

For the better part of three decades, the discourse surrounding Educational Technology (EdTech) has been governed by the logic of the Information Age. The primary aims were digitization, connectivity, and the democratization of access to static content. The educational landscape is currently undergoing a major change that makes these older paradigms insufficient. We are seeing the transition from the “Information Age” where tools store and retrieve data to the “Intelligence Age,” characterized by systems that actively synthesize, generate, and interact with information in ways that mimic human conversation.