Making Learning a Part of Life in the Digital Age
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 needed to be established. How can this be achieved? It’s not just about the creation of digital infrastructures to support learning but it will also be necessary to tackle the fundamental issues of what education and learning will be to be in the future.
This article focuses on how to make learning a part of our lives in the digital age, based on contributions of researchers and teachers from all over the globe. This article is aimed at learners (including parents and students), educators and curriculum developers, as well as researchers and technology experts in learning sciences.
There are a variety of opinions on what digital-age learning should be, there is an overwhelming agreement that we should support the co-evolution of learning and modern communication technologies. This should include examining opportunities to develop radical new ideas about learning, as well as establishing new methods that are supported by the latest technologies in communication.
One of the most difficult issues is that the most current applications of information technology for learning are still a form of “gift wrapping” (Fischer, 1998). These technologies are included in existing frameworks, such as instructionism and fixed curriculum. They can also be used as a complement to uncontextualized, also known as decontextualized learning. Many comparative studies use an actual classroom setting as a baseline. This restricts the scope of study to tasks and functions that are only accessible digitally.