With the advent of digital technology, many of our traditional methods of working and learning are being replaced. This is happening outside and inside of the classroom. It is clear that a brand new learning model is required to be developed. How can this be achieved? The answer is that it requires not only the creation of an infrastructure of digital technology to support learning but also to address the fundamental question of what will education and learning in the future.
This article discusses how to make learning an integral part of the modern age, drawing upon the research and teaching expertise of researchers and teachers from all over the world. This article is for learners (including parents and students) teachers and curriculum designers, as well as technology experts and researchers in the field of learning sciences.
While there her latest blog are many different opinions on what digital-age learning should be, there is a broad consensus that we must promote the co-evolution between learning and the latest technologies for communication. This means exploring new opportunities for radically different conceptions of education and to develop innovative ways of teaching that are supported by the latest communication technologies.
The fact that the majority of the applications of information technology in learning are still a “gift-wrapping” form (Fischer, 1998) is among the major challenges. These technologies are integrated into existing frameworks, including instructionism and fixed curriculum. They also serve as a supplement to decontextualized or uncontextualized learning. This is evident in numerous studies of comparative research where a face-to -face setting is used as a baseline that limits the study of tasks and functions that are only accessible in digital settings.
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