The construct of time influences student learning in and out of school and consequently pervades educational discourse. Yet the integration of information and communication technologies into contemporary society is changing how people perceive and experience time. Traditional theoretical and methodological approaches to time research no longer capture the nuances of digital, temporal realities. This article offers a theoretical analysis of three temporal perspectives: (a) clock time, measured in objective, linear units; (b) socially constructed time, experienced subjectively according to social and cultural context; and (c) virtual time, a new category that synthesizes emergent temporal theory in the digital age. Implications for educational research and practice are discussed. The authors initiate discourse around new theoretical approaches to educational time research in an era characterized by great sociocultural and temporal transformations.
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