By Bill Cope and Mary Kalantzis

Of all the major areas of social life, schools have perhaps been least affected by the digital revolution. Even when students have laptops or tablets, the social and knowledge relations of learning have not changed much. Often, teachers still stand and talk from the front of the room. Curricula still shovel out content. Tests still check long term memory.

This is why, in many respects, the instantaneous universal transition to online teaching and learning during the COVID-19 crisis has been so painful. Because when educators try do the same old things online, the result much of the time is a step back. Most schools and most teachers are ill-prepared for the genuine and positive changes that are possible in the move online.

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