| Summary: | It is reasonable to ask whether and to what extent digital technologies have had an impact on teaching, learning, and educational leadership. The CELDA (Cognition and Exploratory Learning in the Digital Age) conferences have been exploring that question for the last dozen years. Looking back, one finds most papers aimed at the lesson and course level and focused on learners. The same is generally true of related conferences such as the International Conference on Advanced Learning Technology (ICALT) and the annual conference of the Association of Educational Communications and Technology (AECT). What has happened in recent years is the inclusion of research and development focused on teachers and educational systems as well as continuing emphasis on efforts investigating how to design and implement technology enhanced support for learners in a wide variety of contexts. This chapter offers a conceptual framework for research and development at multiple levels in support of improved teaching, learning, and educational systems. Specific emphasis is given to the articulation of needs and findings among and between various groups, including students, teachers, administrators, parents, and policy-makers. The basic argument is that too little articulation has occurred between and among the key groups involved in education, and that deficiency has resulted in a generally low level of sustained and systemic impact on education involving new technologies and innovative instructional approaches.
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