With the advent of digital technology, many of our old methods of working and learning are being replaced. This occurs both outside and inside the classroom. It is clear that a new approach to learning needs to be established. How do we achieve this? The answer is that it will require not just the creation of a digital infrastructure for supporting learning, but also addressing the fundamental question of what education and learning for in the near future.
This article explores ways to make learning a part of daily life in the modern era, drawing on contributions from researchers and teachers across the world. The article is targeted towards learners (including parents and students) educators as well as curriculum designers, technology experts, researchers in learning sciences, and policymakers.
There are a myriad of opinions about what learning in the digital age should look like, there’s an overall consensus that we must promote the co-evolution between learning and modern communication technologies. This should include examining opportunities to develop radical new ideas about learning and for developing innovative new practices that can be supported by modern communications technologies.
One of the biggest issues is that most current uses of new technologies in learning remain a kind of “gift wrapping” (Fischer, 1998). These technologies are included in existing frameworks like instructionism and fixed curriculum. They also function as a complement to uncontextualized, also known as decontextualized, learning. This is evident in numerous studies that compare face-toface setting is used as a baseline that limits the study of tasks including functions that are only available in digital settings.