In the last 30 plus years the learning environment the world over has been fundamentally transformed.
Learning no longer requires using paper at a physical place in the same way it did in 1990.
In the world going digital and connected, moving from paper to the screen all can, and do learn 24/7/365, anywhere, anytime, often unaware the learning has occurred.
It is a reality that has been understood by the digitally connected families of the world since the release of Mosaic in 1993. From that point they have readied their children, and time the family to thrive within the new and continually evolving digital learning environment.
For the last decade plus the connected young has naturally grown being digital from birth, 24/7/365 with the support and resources of their family, but with little or no assistance from government or schools that continue to operate within the traditional paradigm.
For 30 plus years the world’s young have experienced two modes of learning with the digital, the formal approach of the schools and the informal of the digitally connected families, with the two modes running in parallel.
The evidence strongly suggests the former did little to grow the young’s everyday use of the digital, with the latter primarily responsible for growing the world’s young being digital.
The opportunity arose to ready a refereed research publication on The History of the Global Evolution of Digitally Connected Families, 1990-2022.
That has been the focus of my work for the past year.
In has entailed studying with Martin Levins a naturally occurring global phenomenon, that largely unseen and undocumented has profoundly impacted the lives, work and learning of the 5.3 billion plus digitally connected at the close of 2022.
It has provided some fascinating and significant insights into the education of the world’s young in the new learning environment, particularly outside the school walls. The implications are potentially vast for most all societies and economies.
Particularly significant has been the almost complete absence of government and school involvement in the evolution of the digitally connected families, the trend for the families to play an increasingly greater role in growing the nation’s young being digital and how poorly positioned schools and governments are to have any telling impact on the young’s use and learning with the digital outside the school walls.
The research is now in press, ready for publication.
The intention is that on its release Martin and I will over time publish a series of follow up papers that build on the research and ask where to from here.
Papers have been prepared on the following topics for consideration by the families and another for educators.
- Global Evolution of Digitally Connected Families.
- Imperative of Being Digital.
- Can Schools Grow the Nation’s Young Being Digital?
- The Educational Leadership of the World’s Digitally Connected Families.
- The Nature of Digitally Connected Families.
- The Wisdom of Growing Your Children Being Digital.
- The Importance of the Family Digital Learning Culture.
- The Digitally Disadvantaged Families of the Young. Should they be Assisted? How?
- The Folly of Banning Mobiles in Schools.
- The Individualisation of Learning with the Digital.
In the last 30 plus years the learning environment the world over has been fundamentally transformed.
The Transformation of the Global Learning Environment
Learning no longer requires using paper at a physical place in the same way it did in 1990.
In the world going digital and connected, moving from paper to the screen all can, and do learn 24/7/365, anywhere, anytime, often unaware the learning has occurred.
It is a reality that has been understood by the digitally connected families of the world since the release of Mosaic in 1993. From that point they have readied their children, and time the family to thrive within the new and continually evolving digital learning environment.
For the last decade plus the connected young has naturally grown being digital from birth, 24/7/365 with the support and resources of their family, but with little or no assistance from government or schools that continue to operate within the traditional paradigm.
For 30 plus years the world’s young have experienced two modes of learning with the digital, the formal approach of the schools and the informal of the digitally connected families, with the two modes running in parallel.
The evidence strongly suggests the former did little to grow the young’s everyday use of the digital, with the latter primarily responsible for growing the world’s young being digital.
The opportunity arose to ready a refereed research publication on The History of the Global Evolution of Digitally Connected Families, 1990-2022.
That has been the focus of my work for the past year.
In has entailed studying with Martin Levins a naturally occurring global phenomenon, that largely unseen and undocumented has profoundly impacted the lives, work and learning of the 5.3 billion plus digitally connected at the close of 2022.
It has provided some fascinating and significant insights into the education of the world’s young in the new learning environment, particularly outside the school walls. The implications are potentially vast for most all societies and economies.
Particularly significant has been the almost complete absence of government and school involvement in the evolution of the digitally connected families, the trend for the families to play an increasingly greater role in growing the nation’s young being digital and how poorly positioned schools and governments are to have any telling impact on the young’s use and learning with the digital outside the school walls.
The research is now in press, ready for publication.
The intention is that on its release Martin and I will over time publish a series of follow up papers that build on the research and ask where to from here.
Papers have been prepared on the following topics for consideration by the families and another for educators.
- Global Evolution of Digitally Connected Families.
- Imperative of Being Digital.
- Can Schools Grow the Nation’s Young Being Digital?
- The Educational Leadership of the World’s Digitally Connected Families.
- The Nature of Digitally Connected Families.
- The Wisdom of Growing Your Children Being Digital.
- The Importance of the Family Digital Learning Culture.
- The Digitally Disadvantaged Families of the Young. Should they be Assisted? How?
- The Folly of Banning Mobiles in Schools.
- The Individualisation of Learning with the Digital.