Pedagogical practice after the information age

Abstract This paper sets out some new ways of thinking and doing pedagogy in the twenty-first century. It indi-cates how 'content' and 'learning' are being transformed in the new millennium, and considers some quite pre-cise ways in which schools and universities might be able to make practical pedagogical moves to 'catch' thewave of change and ride it, rather than cling to the wreckage of traditional content and processes – even 'pro-gressive' ones. The paper begins by considering the changing shape of 'content' i.e., of what counts as worthlearning. It then proceeds to explore new forms of social engagement and how they can inform a fresh under-standing of how learners might engage optimally with 'content'. Finally it explores what sort of educationalresearch might inform pedagogical change in the short to medium term. All this is set within the context of theurgency and the impetus to pedagogical change and mounting evidence of the entrenchment and obstinacy ofour mainstream educational practices.Keywords: information age, pedagogy, curriculum, digitalisation, education