This paper explores the nature, and the consequencesfor pedagogy, of education‟s forthcoming and fundamental transformation, as made necessary and possible through contemporary technology and as embodied in The Global School. Addressing the exchanging of information, sharing of ideas and stimulation of concepts that will characterise Digital Age learning, as the universal lifelong educational experience eventuates,it becomes clear that many long-standing pedagogical concerns no longer apply. As the technology comes back to the user, teachers, enabled to concentrate upon „real‟ teaching rather than requiring intricate computing proficiencies, may come into their own. The need from now onwards is for aconvivial learning-supporting pedagogy, delivering the creative learner-driven curriculum, with the well-informed, on-going debate as the fundamental methodology. The substance, practice and consequences of education maybecome much more equitable, ethical andenjoyable (and far less competitive, test-oriented and world-of-work-dominated).These and otherpedagogical and associated implications of this ground-breaking „Education embodying Digitisation‟ reality are investigated and welcomed.