caa a22 4500 463159357 CHVBK 20180406164743.0 cr unu---uuuuu 170326e20070701xx s 000 0 eng 10.1007/s10671-007-9022-1 doi (NATIONALLICENCE)springer-10.1007/s10671-007-9022-1 Gilbert Jane New Zealand Council for Educational Research, PO Box 3237, Wellington, New Zealand aut Knowledge, the disciplines, and learning in the Digital Age [Elektronische Daten] [Jane Gilbert] ICTs (Information and Communication Technologies) are now widely used in schools: However, despite predictions, they have not revolutionized teaching and learning. Why is this? Does it matter? Should we care? This paper outline seeks to answer such questions and why we should care. School ICTs are informed by a range of different, and often conflicting ideas, with the result that student work is often "digital busywork”. The article argues that if ICTS are to play a useful role in helping us to re-develop our schools for the Knowledge Age, we need to re-examine some of our old ideas about knowledge. In particular, we need to re-examine the place and purpose of the traditional disciplinary knowledge that is the basis of the current curriculum. Springer Science+Business Media, Inc., 2007 Information and communication technology nationallicence Knowledge nationallicence Disciplines nationallicence Curriculum nationallicence Educational Research for Policy and Practice Springer Netherlands 6/2(2007-07-01), 115-122 1570-2081 6:2<115 2007 6 10671 https://doi.org/10.1007/s10671-007-9022-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10671-007-9022-1 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Gilbert Jane New Zealand Council for Educational Research, PO Box 3237, Wellington, New Zealand aut NATIONALLICENCE 773 0- Educational Research for Policy and Practice Springer Netherlands 6/2(2007-07-01), 115-122 1570-2081 6:2<115 2007 6 10671 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer