1 The restructuring of schooling with digital technologies and implications for policy makers and practitioners Niki Davis (New Zealand) & Birgit Eickelmann (Germany) Abstract Traditional forms of schooling remain resistant to change because of the fit with their current ecologies. However, new forms of schooling that depend on communication technologies have emerged, including virtual schools and classes networked across collaborating schools (Davis, Eickelmann & Zaka, 2013). The purpose of this research had been to identify how technologies have resulted in the restructuring of many schools and what implications this has for teachers, local and national policy makers. Questions to be discussed in the round table session concerning the restructuring of schooling with digital technologies As to new forms of schooling, two essential questions are addressed and might serve as the shared base for the discussion: Question 1: To what extent and how does recent developments of education and digital technologies challenge and change systems of schooling? Question 2: How can research inform us about the potential of new forms of schooling with digital technologies? Question 1 focuses the bottom up process of developing new forms of schooling through changing pedagogical practice (e.g. by teachers, schools and school districts) and/or by policy makers and service providers. Question 2 brings together the shared knowledge of communities of experts to identify and critique what is known about developing, implementing and sustaining new forms of schooling. On the one hand this comprises knowledge and meta-knowledge about applying different or new technologies into schools, including student owned devices whose use is supported during and after school and educational processed in networked and virtual environments. In order to analyze these issues we suggest approaching this on different levels. Different perspectives on new systems of schooling in the digital age may be related to: (a) institutions, (b) actors, (c) practices.