ABSTRACT
This chapter contrasts “real learning” with “school learning” that is often artificial and unreal with little relationship to the lives of young people. Real learning is not driven by the requirements of the school curriculum but by innate curiosity and often by sheer confusion. Good teaching is driven not by proving answers but by asking questions: Asking students to explore, to investigate, to communicate and to reflect. Technology can be used as a resource to facilitate this process but not in the way it is currently being used. The focus needs to move away from content delivery to exploration and investigation. Children should be allowed to explore their own interests and not be bound by the artificial requirements of schools. Helping students should be our aim in schools and universities, we should help them to learn what they want to learn not what educational authorities think they should learn or need to learn.
