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"Everyone makes mistakes and children are no exception. What's important is how we learn from them. Yet, children grow up in a society that pressures them to be perfect and intelligent - to achieve the highest SAT scores, land prized scholarships, and get into the best universities. Parents reinforce this pressure at home when they cover up children's mistakes, correct homework to improve grades, or drill knowledge into kids until they get it right. Stress is increased when children are constantly praised for their intelligence. How does this focus on perfection and IQ affect learning? And how can we help children and teens believe in themselves by accepting their mistakes and learning from them?"

"As mobile technology continues to permeate every facet of society, the mantra of today's youth seems to be "Make it Mobile!" With this influx of technology it will be interesting to see how the classroom looks 5, 10, 15 years down the road. Do you have any predictions?"

"Creating is important. In the West, traditional education has concentrated mainly on our heads, on filling them with knowledge. Little time and effort has been put into teaching students to be creative, to think widely (or often, deeply for that matter). In the past few decades, as our societies have advanced technologically, we have somehow arrived at the point where an education that places at least some emphasis on making actual real things with our hands and our minds is seen as second class, as "vocational." This is a mistake."

"Psychologist Barry Schwartz takes aim at a central tenet of western societies: freedom of choice. In Schwartz's estimation, choice has made us not freer but more paralyzed, not happier but more dissatisfied."

For schools the concept of a learning organisation should make perfect sense, after all learning is our core business, or it should be. Perhaps that almost three decades after Peter Senge identified the importance of learning within organisations the idea is only now gaining traction in schools tells us something about the approach taken to learning and teaching within schools. With an increased focus on the development of professional learning communities as a response to the complex challenges that emerge from a rapidly changing society, it is worth looking at what a learning organisation requires for success.

Society confronts educational change in an odd, entirely counter intuitive manner. On one hand we acknowledge that education can and should do a better job of preparing our children for the future while on the other we cling to the models of education that we knew. This led educational writer Will Richardson to state that 'the biggest barrier to rethinking schooling in response to the changing worldscape is our own experience in schools'. Our understandings of what school should be like and our imaginings of what school could be like are so clouded by this experience that even the best evidence for change is overlooked or mistrusted.

"Technology moves far too fast to know every detail. That's what's changed.  In a society that moves quickly, we have to find ways to slow down, be in the moment, and process what's happening on the screen, in the device, or in the conversation around us.  People love to say that our kids are different - for their world is different than ours was.  The truth is, we have to adjust AND be ready to help guide them.  It's a challenge for sure, but it's going to be all about our ability to slow down, process, and deeply understand.  To get out of their way. But it's the reason I believe in the deepest part of my soul, that making is the future of education. Entrepreneurial-ship. Ideas that change our world.  Connecting with each other. Being a community.  Thinking deep about improving something, then doing it.  Helping our kids be WHATEVER they dream of and DREAMING big.  Because when we use technology that's one thing. But when we create with technology, and add in tangible, hands on materials?  It's us slowing down, and somehow in the midst we become the kind of learning environment that kids need, simultaneously becoming the kind of learning environment our kids need.  Because we are all learners."

"At its core, the rise of "fake news" is first and foremost a sign that we have failed as a society to teach our citizens how to think critically about data and information. Take that email from a Nigerian prince offering to transfer you ten million dollars if you'll just send him $10,000 to cover the wire costs. Enough people get that email each day and wire those ten thousand dollars that this scam continues in 2016. The Internet has globalized the art of the scam and the reach of misinformation, allowing a single tweet to go viral across the planet, sowing chaos in countries on the other side of the world from the person sending it. At the heart of all such news is the inability to think critically about the information that surrounds us and to perform the necessary due diligence and research to verify and validate. In April 2013 when the AP's Twitter account was hacked and tweeted that there had been an explosion at the White House that left President Obama injured, automated stock trading algorithms took the news as fact and immediately launched a cascade of trading activity that plunged the Dow Jones by more than 100 points in less than 120 seconds. Human reporters, on the other hand, simply picked up the phone and called colleagues stationed at the White House to inquire if they were aware of any such attack and were quick to refute the false information."

"In September, 1982, Tom Lough started The National Logo Exchange with Steve Tipps and Glen Bull as a monthly newsletter for Logo teachers and parents. In January, 1986 The International Logo Exchange was launched with Dennis Harper as the editor-in-chief. In September, 1986 these two publications were combined and renamed Logo Exchange . The International Council for Computers in Education (ICCE) acquired the publication in 1987, designating it as the official journal of the ICCE Special Interest Group for Logo-Using Educators (SIG-Logo). In 1989 ICCE was renamed the International Society for Technology in Education (ISTE). Logo Exchange continued as the ISTE journal for SIG-Logo until the fall of 1999, when the SIG was dissolved. The collected issues of Logo Exchange provide a window on Logo developments and Logo teaching over a span of 17 years. We are making these historic documents available here on the Logo Foundation Web site. All 18 volumes of The National Logo Exchange are posted here along with the four issues of The International Logo Exchange. We also include Last Logo Exchange, a collection of essays written by the former editors of Logo Exchange 15 years after it ceased publication. Click on an issue below to see a PDF scan of the original publication. These documents may be downloaded, reproduced, and copied for personal and educational uses provided that you do not charge for copies, and that you include the original copyright notices on them."

What will tomorrow bring? What will life be like in 2028 as our youngest students of today exit school? What occupations will they enter and what challenges will they face? These are not new questions but with the rate of change in society and the pace at which technology evolves they are questions without clear answers. How then do schools prepare students for this uncertain tomorrow? What shall we teach our children today such that are well prepared for the challenges and opportunities of their tomorrow?

I keep circling back to this question of what do we need to know, or to learn. It comes up so often in conversations around education and is closely connected to what we hope to achieve for our students. It is a question whose answer shapes not only what we teach but how we teach and what we assess. It strikes at the heart of how we perceive the role of education in society and the way we answer it reveals much about our personal philosophy of education. 

"Some times when I am speaking at a conference about iPads in education teachers will share a concern that they have about every student getting an iPad. They are worried than the students will just work in isolation and our society will become even more fractured and self-centered with students never learning to work together. "

"...new research presented by Assistant Professor of Education Kristin Redington Bennett in the December/January issue of Learning & Leading With Technology, the magazine of the International Society for Technology in Education."

With our own Andy McKiel presenting...

"As schools change leadership must as well. With society becoming more and more reliant on technology it is incumbent upon leaders to harness the power of digital technologies in order to create school cultures that are transparent, relevant, meaningful, engaging, and inspiring. In order to set the stage for increasing achievement and to establish a greater sense of community pride for the work being done in our schools, we must begin to change the way we lead. To do this, leaders must understand the origins of fear and misconceptions that often surround the use of technology such as social media and mobile devices."

"Of all the things I have read about the 21st century skills required for students success in today's info rich society, the visual below from edutopia captures the essence of these skills and touches on critical areas students need to work on to meet these skills.These skills are grouped in three main categories: learning, creating and collaborating:"