Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and ubiquitous computing. It will also present work conducted by a teacher who used a hand-held device, one of the 21st century tools, in a sixth grade classroom in the USA. The authors suggest that 21st century learning involves five types of interactions: (a) learner-content, (b) learner-teacher, (c) learner-learner, (d) learner-interface and (e) learner-community. They also recommend that professionals explore the potential of hand-held devices in education and conduct research on its effectiveness in learning. L'apprentissage au vingt et unième siècle: les communautés, l'interaction et l'ordinateur passepartoutLa technologie avancée donne leur caractère unique à l'apprentissage, aux communautés et aux interactions et conduit les gens vers l'ère de l'ordinateur passe partout. Le but de cet article est d'apporter une contribution au débat sur l'apprentissage au 21 e siècle. Cet article va passer en revue les publications sur les communautés d'apprentissage, l'apprentissage communautaire, l'interaction, l'apprentissage au 21 e siècle et l'informatique passe partout. Il présente aussi les travaux menés par un enseignant qui a utilisé un ordinateur de poche, un de ces outils du 21 e siècle, dans une classe de 6 e aux Etats-Unis. Les auteurs pensent que l'apprentissage du 21 e siècle met en jeu cinq types d'interaction différents: a) apprenant/contenu, b)apprenant/enseignant, c)apprenant/apprenant, d)apprenant/interface, et e)apprenant/communauté. Ils recommandent aussi que les professionnels étudient les possibilités des ordinateurs de poche pour l'éducation et mènent des recherches sur leur efficacité en matière d'apprentissage. Lernen des einundzwanzigsten Jahrhunderts: Gemeinschaften, Interaktion und der allgegenwärtige Einsatz von ComputernFortschrittliche Technologie macht das Lernen, Gemeinschaften und Interaktionen im 21. Jahrhundert einzigartig und führt die Menschen zu einer Ära allgegenwärtiger Computernutzung. Der Zweck dieses Artikels ist, zur Diskussion über das Lernen im 21. Jahrhundert beizutragen. Das Papier überprüft Literatur über Lernumgebungen, Lernen in Gemeinschaften, Interaktionen, Lernen im 21. Jahrhundert und allgegenwärtige

Even though the term is relatively new, assistive technologies of various types have helped people overcome, achieve, and perform for many years and come in many forms. In fact, many familiar technologies, some that might even be considered mainstream, were in fact initially conceived as assistive devices. Recently, assistive technology has become the subject of legislation including the Rehabilitation Act and the Americans with Disabilities Act and much more legislation regarding access to and funding for assistive technology is expected. Currently, much attention in the area of assistive technology focuses on the computer, and communications technology, including portable devices, which help individuals use powerful tools for accessing information and communicating with others. The future of assistive technology certainly will continue these areas of development but will also likely begin to adopt newer methods for interfacing various assistive technologies directly with the human sensory system. As has happened in the past, it is expected that many technologies initially created as assistive will be adopted by non-disabled individuals.