The 21st century learner has many educational traits that older educators may not be familiar or comfortable with. How does all of this impact the field of education? At the bottom of all this is the simple fact that the amount of information is growing almost as quickly as new technologies develop. We now process more information in 24 hours than what the average persons 500 years ago would process in a lifetime. By the time today's kindergartners graduate from grade 12, information will have doubled at least seven times while technological power will have doubled itself nearly nine times! And to think that the general structure of today’s university was solidly established by AD 1500! With the rate of information growth continuously accelerating, higher education today must place less emphasis on the amount of material memorized and more weight on making connections , thinking through issues, and solving problems. We must discard the notion that schools can teach everything, and every student will need to know how to be successful in their fields of choice. We must move beyond the old university model where the primary challenge of learning was to absorb a vast array of specific information. Learning is now a lifelong process of coping with change. The content of a particular lesson is less important than manipulating content resources. Learning how to learn is the basis of education today. The learning preference of the 21st century learners is to work in teams in peer-to-peer situations within a structured environment that affords a fair amount of flexibility. They look to he engaged in their learning and to be able to experience learning firsthand-to learn through exploration. They also tend to prefer visual and kinesthetic ( 运动感觉的 ) activities to reading and listening activities. Finally they want to learn things that matter. Students want to be challenged to reach their own conclusions, and to fi nd their own results. The new technologies that are available in the fi eld of education can help create a learning culture in which the learners enjoy enhanced interactivity and connections with others. The central issues now are: How can technologies be organized around student’s learning? How can we use these tools to help students think and communicate effectively?