The digital revolution has resulted in the destruction of a lot of our traditional methods of working and learning. This occurs both outside and inside the classroom. It is clear that a new model of learning must be developed. How do we here achieve this? It will not only require creating a digital infrastructure that supports learning however, it will have to tackle the most fundamental questions of what education and learning are to be in the future.
This article discusses how to make learning part of everyday life in the digital era, drawing on contributions from researchers and teachers across the globe. This article is aimed at learners (including parents and students) teachers, curriculum developers, technology experts and researchers in the field of learning sciences.
There are many opinions on what digital-age education should be. However there is a broad agreement that we must encourage the co-evolution between learning and the latest technology of communication. This means exploring new opportunities for radically different concepts of education as well as for the creation of new methods that can be supported by modern communication technology.
The fact that the majority of present uses of information technologies in education remain a «gift-wrapping» form (Fischer 1998) is one of the most significant challenges. These technologies are utilized in conjunction with existing frameworks like instructionism memorization, fixed curriculum and decontextualized learning. This is evident in a variety of comparative studies where a face-to-face setting can be used as a benchmark and is used to study tasks and functions that are only available in digital environments.