Background
There is a worldwide concern that our educational systems are outdated and failing to
promote the necessary skills that will adequately prepare our children for the future. The
previous generations’ motivation to study was strongly based on sense of duty. Younger
generations have different motivational profiles: in their lives interest, emotions, and
engagement matter much more.1 The emerging social practices of the new generation
are always evolving as is the state of digital communication. There is no reason to
assume that the development of ICT will be any slower in the future. In contrast, new
innovations will emerge at an increasingly faster pace – and we can only hope that they
are going to be developed by Europeans. We need to take care of our future by designing
innovative and engaging learning environments for our youth.
Aim
The aim of this paper is to provide a review on how we currently understand the role of
schools and education in the digital era. This topic is not easy to tackle and there is no
current research that can objectively tell us what would be the most beneficial way to
move forwards. The problem goes far beyond technology. Current research literature
indicates that we are moving from an individualistic knowledge acquisition
culture towards a collaborative knowledge creation culture of learning.
As stated in the NMC Horizon Report Europe: 2014 Schools Edition,2 European schools
are facing key challenges linked to the impact and use of new technologies.
Today's young Europeans are the first generation to have come of age in a digital
society. Computers, smartphones, and global communications have shaped and educated
this generation of students. They are active and often enthusiastic participants in the
creation of online communities since early childhood. The problem is that such activities
generally take place outside schools. In many cases, informal learning is much more
engaging and effective than formal learning. Furthermore, most pupils do not learn how
to systematically make use of technology in academic activities.
The other worrying trend is disengagement at school. Our own research indicates that
the students with the best skills in technology are also the ones who are most bored and
disengaged at school. Important 21st Century skills involve, for instance, new forms of
(digital) literacies, creative problem solving skills, collaboration and communication skills,
cultural and ethical awareness as well as entrepreneurship. In order to maintain well- being at school, Social and Emotional Learning (SEL) is important for teachers, pupils and parents.3 SEL includes the skills that are needed to regulate oneself and
interact with others in constructive ways.
Europeans who were born after 1980 can be labelled as "digital natives" since they do
not normally remember a world without digital technologies.4 The term itself is debated5
and it cannot be claimed that being a digital native necessarily indicates
effective or sophisticated use of technology in educational settings. In order to