ABSTRACT
One of the aims of this book is to begin to develop some suitable models of what school is becoming at the beginning of a new century. It is written from a belief that we are no longer faced with a decision as to whether schools should change, but with the reality that our concepts of school, learning and education have developed and fragmented to such an extent that the identification of schooling with a 100-year-old building full of teenagers who do not want to be there is no longer seen as either appropriate or defensible by many. It is the central thesis of this book that, to a large extent, it is the increased availability of Information and Communication Technologies (ICT) that has brought about this change of thinking.
