ABSTRACT
This chapter explores the implications of these differences for pedagogy and the ways using digital tools in the classroom can support a less traditional approach to the process of learning. While a majority is certainly engaging with digital and social media, they do not automatically acquire the skills and knowledge to benefit fully from the potential for powerful learning that these opportunities afford. There is, crucially, a call for a move from reproductive learning, where what is learned is produced to order, to productive learning where learners tackle novel problems and create their own representations of knowledge and understanding, individually and collectively. This skill set begins to represent the ways of knowledge building and application that are essential to an active and successful engagement with the knowledge society, where information is available in unprecedented volumes and collaborative working is the norm. The emergence of the knowledge society calls for a re-think of what it means to be well educated.
