摘要：There is a need to develop a broader view of knowledge for dealing with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. This short commentary article, based on my paper at the NVU-conference 2008, will therefore highlight whether a broader view of knowledge - situated learning, digital literacy and the digital revolution can generate new ways of how we perceive pedagogy within the new educational reform in Norway in particular and the digitized school in general. The focus is particularly angled towards the implications this may have for developing new practises for teachers and students.
关键词：ICT; digital literacy; situated learning; digital epistemology; new practises
