During the intervening period of little more than a decade we have seen a growing and critical ‘dissonance’ appear between young people’s engagement with digital technologies in their ‘real lives’ and their experiences in school. (Clark, 2009).
What we have seen is a growing gap between the process of teaching and learning embodied by ‘School 1.0’ and the mindset of ‘Learner 2.0’. A growing array of technologies have become inextricably embedded in young peoples’ lives with subject boundaries becoming blurred and knowledge acquisition becoming an active rather than largely passive process.
The underpinning and dominant position of learning through encounter, reflection and discussion, the “constructivist trinity”, is linked inextricably with the web’s power to deliver information via a plethora of media as “virtual’ experiences, to evaluate and explore.
Developing a curriculum for a digital society
National Association of Advisors for Computers in Education