數位科技及學習已成為二十一世紀教育研究的重要領域之一，但當前世界各國爭相較量數位學習發展之際，卻鮮少研究關注數位時代中未來課程實踐及概念的啟示。因此，本研究提出未來課程圖像究竟為何等基本問題意識，嘗試從國際組織、先進國家及學術團體的重要文獻或官方資料中，進行聚焦分析，以型塑未來的課程圖像。經過綜合歸納得知，學習論取向從「行為理論取向」演化為「連結理論取向」；課程知識型態從「規範性知識」演化為「開放性知識」；學習文化從「數位原生」演化為「網路爬行」；課程傳遞模式從「靜態讀寫展現」演化為「無所不在的雲端運算」；至於課程意識型態則從「何種知識最有價值」演化為「我需要的知識在何處」。整體而言，未來的課程圖像，可謂具體實現了Dewey民主教育之自由、公平的理念。

Digital technology and learning has become a critical area for educational research in the twenty-first century. Yet little research has been carried out about the practical and conceptual implications for the future curriculum in the digital age. This paper asks a simple question: what might be the images for the future curriculum in the digital age? It focuses on global developments in digital learning and examines a series of documents in order to show how e-learning policies are affected by national organizations. It concludes with some transformations regarding images for the future curriculum: 1. Learning theory: From behaviorist to connectivism. 2. Curriculum knowledge: From prescriptive to open. 3. Learning culture: From digital native to web crawlers. 4. Curriculum delivery: From static read-and-write to ubiquitous cloud computing. 5. Curriculum ideology: From what knowledge is of most worth to locate the specifi c knowledge whoever needs it. To sum up, the images for the future curriculum manifests Dewey’s calls for democratic education.