ABSTRACT
One view of the last four chapters is that it represents one law school’s pet project. Who needs all this technology? Why change, and so much of it?1 The simple if unsatisfactory answer is, look around you – your watch or your phone, your washing machine or car, the global nancial and communications networks that saturate most aspects of our lives – all rely upon digital technology to a greater or lesser extent. Why should we not use educationally what is so much a part of our personal, social and commercial world? Viewed thus, the last four chapters present less a collection of digital tools than an attempt to create a learning ecology that matches the complexity of the technology existing outside the law school, an ecology that will change the way students learn in the way that Rheingold describes above.2
