In all OECD countries, digital media and connectedness are integral to the lives of today’s learners. It is often claimed that these learners are "new millennium learners", or "digital natives", who have different expectations about education. This book contributes to the debate about the effects of technology attachment and connectedness on today’s learners, and their expectations about teaching.

The book sets out to answer the following questions: Can the claim that today’s students are "new millenium learners" or "digital natives be sustained empirically? Is there consistent research evidence demonstrating the effects of technology on cognitive development, social values, and learning expectations? What are the implications for educational policy and practice?

Executive summary
Introduction. Why connectedness matters
-It’s not about technology, it’s about connectedness
-Reasons for increased policy relevance
-How this report is organised
-References
Chapter 1. How connectedness is shaping the economy and society
-Overall economic impact on growth and productivity
-Implications for employment and skills
-The social uses of technology
-Beyond access: new digital divides
-References
Chapter 2. How relevant connectedness is for young people
-Most young people in OECD countries are fully connected
-The intensity and variety of uses of technology and connectedness
-Yet not all young people are equally connected
-References
Chapter 3. Contrasting views about the digital generation
-Alternative views: evangelists, catastrophists and sceptics
-Is there room for yet another approach
-References
Chapter 4. What are the effects of attachment to digital media and connectivity? -A research challenge
-Cognitive skills development
-Limits of available evidence
-Social values and attitudes
-Overall conclusion
-References
Chapter 5. Are learners’ expectations changing?
-A rationale for evolving expectations
-Teachers’ estimates of students’ expectations
-Are students more reluctant than expected to adopt technology in teaching?
-What works for students then?
Chapter 6. Emerging issues for education
-Mapping out the issues
-Entertainment
-Information overload?
-Knowledge and learning
-Socialisation using digital tools
-Psychological issues: new problems or new opportunities?
-References
Chapter 7. Key findings
-Knowledge economy and society is supported by technology
-Young people already benefit from connectedness
-What matters is what young people do while they are connected
-Not enough research evidence yet to show critical effects on cognitive skills
-Expectations and behaviours of learners are not changing dramatically
-Stereotyped concepts can be misleading
-References
Chapter 8. Implications for educational policy, research and practice
-The agenda for the public debate
-Implications for policy makers
-Implications for educational institutions and teachers
-Implications for parents
-Implications for research
-Concluding remarks
-References