This presentation will discuss the most significant developments of technology-enhanced learning (TEL) in primary and secondary education in the last ten years to highlight some pertinent learning issues and challenges related to technology use in the 21st century, and also their implications to the learner and how these changes affect the learning process. With the extensive use of digital and mobile technologies by primary and secondary students in the 21st century, there are now new conceptualisations of how learning should be conducted (based on advances in neuroscience research and new pedagogies such as flipped learning or one-to-one computing), and where, when, and how learning should take place (now in both cross formal and informal contexts, see Lewin & Charania, 2018). Also, social learning has been brought to the fore, with expectations that learning can be transformed by using social media (Kimmons & Belikov, in press) supported by new pedagogies, and in particular, by computer-supported collaborative learning (Chan & Yang, 2018; Schmitt & Weinberger, 2018). Attention is also drawn to the claim that being immersed in technology-rich or flooded learning environments, the learning characteristics or preferences of young learners had changed. While there has been increasing focus on the learner rather than on the technology in TEL in the last decade, mainstream research is still looking for technological impacts or effects on the learning outcomes, and many studies have adopted a rather deterministic view on the use of digital technologies in education. It is also noted that how innovative technology-supported learning environments can be scaled up and sustained is a major issue. Moreover, while the literature has paid more attention to the psychological and emotional effects of using technologies in the learning process, as well as health and safety issues related to technology use with young learners, how practitioners can effectively tackle these issues remains a major problem in TEL.

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