A considerable body of recent literature describes the profound changes occurring as societies move from agricultural and industrial economies to a highly interconnected global knowledge economy (see, for example, Dertouzos, 1997; Tapscott & Williams, 2006). In the industrial age, the pace at which new knowledge evolved was relatively slow and a major role of schooling was to ensure that students mastered a well-defined set of knowledge and skills. However, with the advent of the 21st century, people are finding such abilities no longer sufficient when facing the everyday realities of the workplace. These realities demand making rapid decisions based on incomplete information when tackling novel situations, an aptitude for working through a plethora of information of varying levels of accuracy when tackling ill-defined problems, and the capacity to collaborate with a diverse team that may be distributed globally when endeavoring to accomplish personal and organizational goals (Peters, 1997).
A strong theme running through these projects is that curricular and pedagogical changes need to take place if schools are to successfully help students develop these learning outcomes. The role of ICT is envisaged not simply as a technical skill or as a means of improving learning effectiveness but also as a way of transforming the goals and processes of education. In fact, there is increasing evidence that young people who have always been surrounded by and interacted continuously with ICT develop a different approach to learning and knowledge management from students who have not had this opportunity (Pedró, 2006). The OECD is conducting a study on these “new millennium learners” to examine the challenges they pose and the extent to which their emergence will contest prevailing views of interpersonal communications, knowledge management, and learning within schools.
|Title of host publication||Pedagogy and ICT use in schools around the world. Findings from the IEA Sites 2006 study|
|Editors||N. Law, W.J. Pelgrum, T. Plomp|
|Place of Publication||Dordrecht & Hong Kong|
|Number of pages||296|
|Publication status||Published - 2008|
|Name||CERC Studies in Comparative Education|