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Making Learning a Part of Life in the Digital Age

With the advent technological advancements, many of our traditional methods of learning and working are being replaced. This is happening both outside and within the classroom. It is clear that a new paradigm of learning is required to be developed. What can be done to achieve this? 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 is to be in the future.

This article discusses how to make learning part of daily life in the modern age, drawing inspiration from researchers and teachers across the world. It is written for learners (including parents and students) educators and curriculum designers, technology experts and researchers in the field of learning sciences, as well as policymakers.

Although there are a myriad of opinions on what digital-age learning should be, there is a broad consensus that we need to promote the co-evolution between learning and modern technology for communication. This means exploring new possibilities for completely different educational concepts and for the development of innovative techniques that can be supported by modern technology for communication.

The fact that the majority of current applications of information technology in the field of learning in the digital age education are still in a “gift-wrapping” form (Fischer, 1998) is one of the biggest challenges. These technologies are utilized in conjunction with existing frameworks such as instructionism, fixed curriculum, memorization and decontextualized learning. This is evident in many studies in which a face-to-face setting is used as a base and is used to study tasks including functions that are only available in digital settings.

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