摘要：Despite three decades of government initiatives and academic research, the use of information and communications technology (ICT) in learning and teaching remains only partially understood. This paper strives toward giving some evidence how new knowledge provided by cognitive, social, and learning scientists, information and computer scientists, and subject matter specialists studying learning and teaching has generated advances in our understanding of learning and teaching processes and contributes substantially to our understanding of how to use ICT to improve and transform learning and teaching. The production, sharing, and use of new knowledge and developments can dramatically improve and change the processes and outcomes of learning and teaching in 21st century.
