The advent of digital technology has caused the socio-cultural context for learners to change with almost borderless classrooms encouraging greater learner mobility, choice and access to knowledge. Fioriani (2015) asserts that digital technologies are not mere tools but rather social forces that are increasingly affecting our self-conception (who we are), our mutual interactions (how we socialise); our conception of reality (our metaphysics); and our interactions with reality (our agency). In this new hybrid environment [real and virtual], students need to learn how to prioritise their digital wellbeing to act safely and responsibly in digital environments, manage digital stress, workload and distraction and balance digital with real-world interactions appropriately. It is clear that educators need to rethink 'pedagogy for an age of digital information and communication’ (Beetham & Sharpe, 2013, p.7) to meet the ‘pace and level of learning for each student within the styles and forms of current youth culture' (Laurillard, 2013, p. xi). This is optimised in the hands of a trained and digitally literate teacher (ibid).

Beetham, H. & Sharpe, R. (2013) (Eds). Rethinking Pedagogy for a Digital Age. 2nd edition. London: Routledge Fioriani, L. (Ed). 2015. The Online Manifesto: Being Human in a Hyperconnected Era. New York and London: Springer Open Goligorsky, D. (2012) December 8 ‘Empathy and Innovation: The IDEO Approach Lecture, Harvard Business School Boston MA. Koehler, M. J. & Mishra, P. 2005. What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2). Laurillard, D. (2013). Foreward to the First Edition. In H. Beetham & R. Sharpe (2013) (Eds). Rethinking Pedagogy for a Digital Age. London: Routledge