ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book provides a number of characteristics distinguishing the networked world and outlines a preliminary set of competence demands resulting from these characteristics. It analyses participatory skills with a special focus on the skills needed to participate as a learner with other learners in and across different hybrid physical-virtual contexts. The book then explores the skills needed for adequate, integrated use of computers in diverse practices, focusing on the domains of digital literacy and computational literacy, respectively. It also analyses the influence of digitality on literacy requirements in formal school settings. The book presents an overview of the different senses of design for learning and discusses the conceptions hereof prevalent within educational research today. It also presents a model of teacher practice based on an analytical framework that consists of three dimensions; teachers' skills, knowledge and beliefs.
