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Indian leader Mahatma Gandhi was getting on a train. One of his sandals slipped off and fell to the ground. The train was moving, and there was no time to go back. Without hesitation, Gandhi took off his second sandal and threw it toward the first. Asked by his colleague why he did that, he said one sandal wouldn’t do him any good, but two would certainly help someone else.

It was also a knowledgeable act. By throwing that sandal, Gandhi had two important insights: He knew what people in the world needed, and he knew what to let go of.

crisis of content

Support teachers in using technology for professional purposes. Provide teachers with support for securing interactive digital content. Encourage teachers to partner with students to integrate technology into learning. School principal must lead by example. Embed technology integration into teacher and leader evaluation. Support student acquisition and use of technology in schools. Work with students to develop responsible use policies. Secure appropriate permissions from students and their parents.

Support teachers in using technology for professional purposes. Provide teachers with support for securing interactive digital content. Encourage teachers to partner with students to integrate technology into learning. School principal must lead by example. Embed technology integration into teacher and leader evaluation. Support student acquisition and use of technology in schools. Work with students to develop responsible use policies. Secure appropriate permissions from students and their parents. As schools put these building blocks in place, they will be able to work to

New Models for Education: Maker Faire and the Young Makers Program

Maker Faire also captures something about the potential for a new direction in education

our optimism for making as a way to learn

 ✓ We create learning environments that are carefully crafted, receptive, still, intuitive, unhurried, patient, reflective, quality-over-quantity and engaging. ✓ We develop curriculum that has greater depth than breadth. ✓ We make sure our curriculum takes into account local culture and celebrates the uniqueness of our local community. ✓ We don’t isolate skills development but let students grow their skills as they engage with important content. ✓ We construct learning environments that foster questioning, creativity and innovation, such as the maker movement and project/problem based learning. ✓ We find the courage to have serious discussions about abolishing standardized testing, classroom marks and grading, and the use of “birth year” as our primary criterion for sorting students. ✓ We lobby our governments for funds to assure true equality in education for all children. ✓ We discontinue the ranking of teachers and schools.  ✓ We replace our egg-carton grades with flexible, personalized learning that takes into account when students are ready to engage in and acquire important skills. ✓ We make time for teacher collaboration a top priority.