Published:
May. 15, 2009
Source: European Journal of Teacher Education, Volume 32, Issue 2,
p. 167 – 185. (May 2009 )
There is a need to develop a broader view of knowledge to deal with the way in which new digital trends influence the underlying conditions for schools, teaching and subjects. This is a theoretical paper. It will explore whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school. The paper is particularly angled towards the implications this may have for both teachers and pupils, but also for teacher education.