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his is one of the keys to judging student learning of the future because if individuals, like Daniel Pink, are correct and the future belongs to pattern-seekers, it is imperative that students are capable of seeing these connections across all disciplines.

This is one of the keys to judging student learning of the future because if individuals, like Daniel Pink, are correct and the future belongs to pattern-seekers, it is imperative that students are capable of seeing these connections across all disciplines.

Beyond these activities it is important that students ask themselves the following questions: What are the foundational elements of this topic? What caused people to begin exploring this topic? How has this topic been altered over the course of time? How will this topic change over the course of the next fifty years? What other ideas from the outside can be integrated into this topic in the future to make it better? Using the answers to the questions above, what qualities can I take from this topic to prompt deeper thinking about other areas of life that interest me? Instead of collecting the “assessment”, what would happen if you collected student answers to these questions instead?

Important to note is that these aren’t complaints about the text losing meaning. Books don’t become harder to understand, or confusing just because they’re digital. It’s mainly issues concerning quality.

We're going to see new forms of storytelling emerge from this canvas. This is an opportunity to redefine modes of conversation between reader and content.

If knowledge of subject matter were the most important factor in delivering a quality education, then professors with doctorates and a long list of publications in their field would make ideal candidates for K-12, as I wrote in a letter to the editor published in the Los Angeles Times on Dec. 3 ("You get what you pay for"). After all, they certainly possess expertise in their subject. But what most of them lack is pedagogical competence. That's why they wouldn't last very long in a public school classroom.

In the end, that’s all technology is, too—a resource. In the hands of talented and well-trained teachers, it can facilitate high-quality teaching and learning; when used by average teachers, it most likely will lead to average results. And in either case, it’s not entirely clear whether test scores would rise, anyway—for reasons I’ll discuss later.

There is plenty of anecdotal evidence to suggest that, when used wisely, technology is a powerful resource that can help boost achievement.

I would argue that’s the point: You can’t separate the technology from the rest of the learning process, because they are inextricably bound.