Making Learning a Part of Life in the Digital Age

With the advent of digital technologies many of our old methods of learning and working are being replaced. This is happening outside and inside the classroom. It is clear that a new paradigm of learning needs to be established. But how will this be done? The answer is that it requires not just the creation of a digital infrastructure for supporting learning as well as solving the fundamental issue of what will education and learning for in the near future.

This article discusses how to make learning an integral part of our lives in the digital age, based on the research and teaching expertise of researchers and teachers from around the globe. This article is targeted at learners (including parents and students), educators and curriculum designers tech experts and researchers in the field of learning sciences, and policymakers.

There are a myriad of opinions about what learning in the digital age should look like, there’s an overwhelming agreement that we should encourage the co-evolution of learning and communication technologies of the future. This should include looking at new opportunities for radical different concepts of education as well as for the creation of new techniques that can be supported by modern communication technology.

The fact that the majority of the applications of information technology in education are still in a “gift-wrapping” form (Fischer 1998) is among the major challenges. These technologies are included in existing frameworks, including instructionism and fixed curriculum. They are also used as a supplement to uncontextualized, or decontextualized, learning. This is visible in many studies in which a face-to-face setting is used as a baseline which limits the study of tasks including functions that are only available in digital environments.






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