Can digital technologies improve learning?

Digital technologies fundamentally change education and the practice of learning, but we still do not know much what these transformations mean for the learners and their acts of learning. The strength of digital devices, systems and platforms is that they connect humans and the world in new quality, offering a huge potential in relation to the operative aspects of learning, such as accessing knowledge or connecting and coordinating with others. However, to what extent can they support the development of the thematic, content-related aspects of the act of learning? Drawing on problem- and world-oriented theories of learning the paper explores key modes and movements of the content-related dimension of the learning activity including its preconditions and examines the significance of digital devices in these processes.