This work explores the potential of digital media to rectify the disparity between formal
learning contexts and contemporary perceptions and expectations of narrative. How can education
systems respond to the changing technological landscape thus preparing students to become
active participants in society as well as to realise the extent of their own potential? This
book explores such concepts in the classroom environment through direct engagement with
students and teachers with the case of Shakespeare's Macbeth. Written in approximately 1606
Macbeth has its roots in a culture of orality and yet has sustained through centuries of print
dominance. Indeed as both text and performance the work itself embodies both the literary and
the oral. Yet as a staple of many second level curricula increasingly Macbeth is perceived as
an educational text. Macbeth reflects its cultural moment an age of ambiguity where much like
today notions of selfhood privacy societal structures media and economy were being called
into question. Thus Macbeth can be understood as a microcosm of the challenges existing in
contemporary education in both content and form. This book examines Macbeth as a case-study in
seeking to explore the implications of digital media for learning as well as its possible
potential to constructively facilitate in realigning formal learning contexts to contemporary
experiences of narrative.
