With the onset of digital technology, many of our old methods of working and learning are being replaced. This is happening outside and within the classroom. It is clear that a new paradigm of learning must be established. But how will this be done? It will not only require creating a digital infrastructure that supports learning but will also require addressing the fundamental questions of what education and learning will be for in the future.

This article discusses how to make learning an integral part of our lives in the digital age, drawing on the contributions of educators and researchers from all over the globe. This article is aimed at learners (including parents and students) teachers, curriculum developers, researchers and technology experts in the field of learning sciences.

There are many different opinions on what digital-age education should be like. However there is a broad consensus that we must promote the co-evolution of learning and the latest technology of communication. This should include examining opportunities for radical new concepts of learning as well as the development of innovative techniques that can be supported by the latest technologies in communication.

One of the major challenges is that the most current applications of information technology for This Site learning are still a form of “gift wrapping” (Fischer 1998). These technologies are added to existing frameworks, including instructionism and fixed curriculum. They also function as a complement to decontextualized or uncontextualized learning. A lot of comparative studies rely on the face-to-face setting as a baseline. This limits the study to tasks and functions that are only accessible digitally.