Digitisation has profoundly altered both the objectives of education and the means of their achievement: the consequent and complete transformation of education’s organisation and delivery is anticipated and welcomed. Specifically, given that all teachers and all learners, worldwide, are now connected, ‘education’ now means ‘education in the context of digitisation’, manifest in the evolution of the Global School. This universal establishment is characterised by learner-owned curricula and by learning-supportive pedagogies that integrate online and traditional methodologies. Once it is fully operational, there should be more equitable, ethical and enjoyable (and far less economic-circumscribed, test-oriented, world-of-work-dominated) arrangements. Such seminal developments (even if they emerge other than as the present authors prophesy) will impact profoundly on the roles, objectives and methods of educational psychologists. This paper explores some of the potential consequences of this ground-breaking reality for them in relation to self-regulated learning, scaffolding, test performance, anxiety and bullying.
|Number of pages||9|
|Journal||Research Journal of Educational Studies and Review|
|Publication status||Published - Oct 2018|