The digital revolution has led to the replacement of a lot of our traditional methods of working and learning. This is happening outside and inside of the classroom. It is evident that a new way of learning needs to be established. But how is this to be accomplished? It will not only require the creation of digital infrastructures to support learning but it will also be necessary to tackle the fundamental issues of what education and learning is for in the near future.
This article addresses how to make learning a vital part of the modern age, based on the contributions of teachers and researchers from all over the world. This article is written for learners (including parents and students) teachers and curriculum developers, as well as researchers and experts in learning sciences.
There are a variety of opinions about what learning in the digital age should look like, there is a broad consensus that we need to help support the co-evolution of learning and communication technologies of the future. This includes exploring new possibilities for radically different conceptualizations of education and for the establishment of innovative new practices which can be supported by modern communication technology.
The fact that the majority of current applications of information technology in education remain in a “gift-wrapping” form (Fischer, 1998) is among the biggest issues. These technologies are included in existing frameworks, such as instructionism and fixed curriculum. They also serve as a supplement to decontextualized, or uncontextualized, learning. This is evident in a variety of 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.