In order for information to become knowledge for students, it must be transformed and become meaningful through human interaction. A second assumption hidden in many arguments for using information technologies is that providing information is equal to providing education. In Bloom's Taxonomy, recall objectives are most directly related to providing information. Information as content or subject matter, is essential for learning. Quantity of information is less important than appropriate content for given objectives, students, and their learning processes.
More information can result in less learning.
The assumption that more information results in more learning often is accompanied by the expectation that students interact in some meaningful way with rich information to produce new learning.