The digital revolution has resulted in the destruction of a lot of our traditional methods of working and learning. This happens both outside and inside the classroom. It is evident that a new model of learning must be established. How can this be achieved? It’s not just about the creation of digital infrastructures to support learning however, it will need to address the fundamental questions of what education and learning are for in the near future.
This article explores ways to make learning a part of our lives in the digital age, drawing upon the contributions of researchers and teachers from all over the world. This article is aimed at learners (including students and parents) educators, curriculum developers, researchers and technology experts in the field of learning sciences.
There are a myriad of opinions about what digital-age learning should be, there is an overall consensus that we must encourage the co-evolution of learning and the latest technologies for communication. This includes exploring new opportunities for radically different conceptualizations of education and to develop innovative techniques that can be supported by modern communication technologies.
One of the biggest challenges is that the most current applications of new information technologies for learning are a type of “gift wrapping” (Fischer 1998). These technologies are utilized as a complement to existing frameworks like instructionism, memorization, a fixed curriculum, and decontextualized learning. Many comparative studies use a face-toface setting as a base. This limits the study to tasks or functions that can only be performed digitally.