That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
Paul Allison on 30 Nov 09I like all of the definitions in this blog post. They sound connected to past research, yet new. I know I was feeling odd at the "Digital Is..." Conference, because I don't want to let the technology disappear into uses. It's better, I think to look for what we can get out of particular technologies. That's what we are doing now with Google's Wave. "Alongside these discussions Frances Bell suggested the term Co-Digital as a better term to describe the process of "…seizing the opportunities presented by the newness of technologies to spot changes and then shape the development of the technology."" As this paragraph suggests, we still need to look at "digital technologies" to see how we can exploit them for what we need.
