This document synthesises a CERI study aimed at analyzing recent developments in the area of digital learning resources (DLR) from the perspective of systemic innovation. The activity, which has been carried out in the five Nordic countries, has been focused on primary and secondary education since 2007. This paper summarises the aims, methodological approach, main findings and policy implications of the study carried out by CERI in this domain since 2007.
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In the context of ongoing CERI work on higher education, this document addresses three questions. First, can the claim that today’s higher education students are new millennium learners be sustained empirically? Second, is there research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations? Third, how are higher education institutions coping with the widely assumed teaching and learning implications of the emergence of the new millennium learners?

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This document includes, firstly, an overview of the project, including its objectives, an outlook of the planning of future activities and the description of its main outputs and dissemination strategies. Secondly,it presents some achievements and outlines future directions.

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How are countries responding to the challenges posed by the network society? The policy debates about technology in education have been there for some time. In some respects, it would seem that the initial policy expectations have not been met yet, but a closer analysis shows the need to reframe them in the light of changing societal needs. In particular, the whole issue of the effects of technology use on educational performance needs to be revised.
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This document presents the main findings and policy implications of the analysis of the relationships between technology use and educational performance in science as measured in PISA. Two issues make this work particularly relevant. First, the recognition of the impact that Information and Communication Technologies (ICT) are having on our economies and societies, which are increasingly demanding new skills and competencies intended to make students competitive workers and responsible citizens in a knowledge-based model of social and economic development.

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This paper offers an account of the preliminary findings which the project has cumulated so far. Its main objective is to feed the ongoing discussions about the impact of technology on learners, by taking stock of what the existing empirical evidence is telling and identifying areas that would eventually benefit from further exploration in the current phase.

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21st century skills and competences for New Millennium Learners in OECD countries.

The research reported in this paper was carried out in the context of the OECD/CERI project on New Millennium Learners (NML), and in particular the international conference on 21st century
competencies taking place in Brussels in September 2009.

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