Abstract
Owing to the internet, we may feel the amount of the available data unlimited. We may spend plenty of time autotelicly browsing the websites and services that, in addition to entertainment, do not offer too much of usefulness. Although we could have got to know a lot of things, what is that we have really learnt and studied on these diverging tours of ours aiming to gain knowledge? Considering our formal educational systems, the obstacles in front of involving mobile devices into the teaching environment are fading away. The BYOD (Bring Your Own Device) attitude has rooted in teacher training centres, as well. Involving teaching-learning situations based on the internet into school life seems to be unobstructed; visiting the Web may become as convenient as taking a book off the bookshelf next to our desk. Distributing the content into a knowledge structure in the digital era and in the digital scope requires a new attitude. Micro-content attitude means a step forward as compared to the traditional solutions; we intend to introduce its theoretical background and practical realization in this study.
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