The digital revolution has led to the replacement of a lot of our traditional ways of working and learning. This is happening both in and within the classroom. It is evident that a new paradigm of learning must be created. How can this be achieved? It’s not just about the creation of digital infrastructures to support learning but will also be necessary to tackle the fundamental issues of what education and learning are for in the coming years.
This article explores ways try here to make learning part of every day life in the digital era, drawing on contributions from researchers and teachers around the globe. It is aimed at learners (including parents and students) educators, curriculum designers as well as technology experts, researchers in learning sciences, and the decision-makers.
There are a variety of opinions about what learning in the digital age should look like, there’s a broad consensus that we must encourage the co-evolution of learning and modern technology for communication. This includes exploring possibilities for radically new conceptualizations of learning and for developing innovative new practices that can be supported by the modern technology of communication.
The fact that the majority of the uses of information technologies in education are still a “gift-wrapping” form (Fischer 1998) is one of the biggest issues. These technologies are incorporated into existing frameworks like instructionism and fixed curriculum. They are also used as a supplement to decontextualized or uncontextualized learning. This is visible in many studies that compare face-toface setting can be used as a benchmark, restricting the study of tasks including functions that are only accessible in digital settings.