In this paper, I explore eight key questions:
• What is learning? I want to unpick a single definition of learning, so that more precise processes can be considered in the context of potentially effective uses of technologies.
• What are the ‘old’ ways of learning? If we are to accept ‘new’ ways of learning, then we also need to recognise ‘old’ ways too.
• How has research explored learning? I want to look at the perspectives that have been gained from various researchers in education and educational psychology, as I believe these are important to our understanding of where technologies can be used to match those perspectives.
• What are the ‘new’ ways of learning? I will outline some of the ‘new’ ways that have been identified over the past 60 or so years.
• How do forms of learning and ‘new’ ways of learning relate? If we consider different perspectives of learning, and ‘new’ ways of learning, then it is possible to see how these might relate, and afford differences in terms of match.
• How do educational technologies support these forms of learning? Technologies are generally produced with specific forms of learning in mind, and it is important to know how these relate so that appropriate selections can be made.
• How do we measure learning? If learning consists of a range of processes, then each of those processes is likely to be able to be measured in different ways.
• How do measures of learning and ‘new’ ways of learning relate? If we know the measures of learning, then we can also see how these match to ‘new’ ways of learning, of how they match to the uses of technologies.