Thus, we must have an understanding of this hypothesis if we are to teach and construct media, but it is only related to meaning if we reduce human experience to a functional and mechanistic model. This thesis, which runs contrary to accepted opinion, states that the loss of meaning is directly linked to the dissolving and dissuasive action of information, the media and the mass media. If this is the case, and Baudrillard provides some interesting evidence that it is, then information technologies are responsible for break-downs in communication. To sum up, hypotheses one and two provide us with ideas that suggest that a program in information study is worthwhile, even necessary in a contemporary postindustrial, capitalistic society. Since the society's infrastructure is increasing built of and on technology and our prime mode of capital is shifting from tangible commodities like bread and steel to intangible commodities like information and communication, then it is probably our duty as educators to teach both media reception and creation.
Technology is a means to an end.
That is, technology, like information, can be looked at as an instrument. Like the horn which transmutes breath into sound, technology is a means for transforming communicative events. Technology is a human activity. For Heidegger, however, such a definition presupposes an unquestioned technological framework, and he brings forth a fourth option. The essence of technology, for Heidegger, is itself not technical, but is a way of revealing being.