Making Learning a Part of Life in the Digital Age

With the onset of digital technologies many of our old ways of working and learning are being replaced. This is happening both outside and inside the classroom. It is clear that a new learning paradigm is needed to be established. How do we achieve this? It’s not just about the creation of a digital infrastructure to facilitate learning but will also need to address the fundamental questions of what education and learning is to be in the future.

This article addresses how to make learning a part of our lives in the digital age, drawing on the contributions of educators and researchers from around the globe. It is aimed at learners (including parents and students) educators and curriculum designers as well as technology experts and researchers in the field of learning sciences, and policy makers.

There are many opinions about what a digital-age education should be. However, there is a general consensus that we must promote the co-evolution of learning and the latest technology of communication. This means exploring the possibilities for radical new concepts of learning as well as the development of innovative techniques that can be supported by modern communication technologies.

The fact that the majority of the current uses of information technologies in learning are still in 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 also serve as a supplement to uncontextualized, also known as decontextualized learning. This is evident in numerous studies of comparative research where a face-to -face setting is used as a base, restricting the study of tasks including functions that are only available in digital settings.

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