It is frequently pronounced by scholars that a new generation, Net Generation, has started occupying classrooms and demands a non-traditional education, allowing them to explore the content dynamically, to learn it visually, and to experience it actively. However, we are still unsure how these learners act when they are encouraged to do what they demand. Should there be a limitation or guidance to this exploration? Many scholars and research studies claim that dynamic and interactive affordances of computer technology extend learners’ cognitive abilities and help them develop advanced thinking and metacognitive skills and deep understanding of the content. To what extent does this claim come true? What challenges barrier the claim if it fails? How can these barriers be removed?

Thus, the objectives and scope of the conference has been set as

• to explore and understand the educational demand of the New Generation
• to seek the best possible educational opportunities for Net Generation
• to meet their demand as much as possible