Cuando internet es gratis, se convierte en lo más futurista, democratizador y liberal de todo los tiempos.

Web 3.0, in my opinion is best defined as the third-decade of the Web (2009 - 2019), during which time several key technologies will become widely used. Chief among them will be RDF and the technologies of the emerging Semantic Web. While Web 3.0 is not synonymous with the Semantic Web (there will be several other important technology shifts in that period), it will be largely characterized by semantics in general.

Why is defining Web 3.0 as a decade of time better than just about any other possible definition of the term? Well for one thing, it's a definition that can't easily be co-opted by any company or individual around some technology or product. It's also a completely unambiguous definition -- it refers to a particular time period and everything that happens in Web technology and business during that period. This would end the debate about what the term means and move it to something more useful to discuss: What technologies and trends will actually become important in the coming decade of the Web?

Framework I’d like you to consider- author of Flow: Mihály Csíkszentmihályi- that is where we are trying to get our kids: they are motivated, excited, engaged- he talks about task complexity and skill level, managing those- when you balance those, you get kids into flow

The key to this transformation is not to standardize education but to personalize it, to build achievement on discovering the individual talents of the each child, to put students in an environment where they want to learn and where they can naturally discover their true passions (238). The curriculum should be personalized. Learning happens in the  minds and souls of individuals–not in the databases of multiple-choice tests (248).

Sir Ken lays out the case for personalizing our kids’ educations in the context of transforming (not reforming) schools:

Sir Ken Robinson’s new book “The Element”

Using the most advanced forms of information search engines, networks, early artificial intelligence, and the aforementioned volunteers, there is an opportunity to leapfrog education beyond any of the competition. This will require fundamental changes in the mission, structure, and curricula of education at all levels.

The liberal skills are the applied derivations of the liberal arts and related areas that may be applied in transdisciplinary contexts in new knowledge production and innovation. Such skills support students to succeed today and into the future. The core liberal skills encompass virtual time manipulation through simulational thinking, knowledge production, technology, communication, critical and multi-paradigmatic thinking, focused imagination, developed intuition, emotional intelligence, and systems design.

Tapscott said: "Teachers are no longer the fountain of knowledge -- the internet is. Kids should learn about history but they don't need to know all the dates."It is enough that they know about the Battle of Hastings, without having to memorise that it was in 1066. They can look that up and position it in history with a click on Google. Memorising facts and figures is a waste of time."He dismissed the traditional method as "anti-learning" and argues that teaching kids to learn new things is more important than ever in the information age: "Children are going to have to reinvent their knowledge base multiple times. So for them memorising facts and figures is a waste of time."

• Interestingly, teachers in countries like Sweden, Finland, Denmark, the Netherlands etc. do not belong to the (very) intensive ICT users in class. Only around 10% or less of the teachers in these countries use computers in more than 50% of their lessons. One can only speculate about the reasons for this. It seems that in these countries the use of computers and the internet has become the norm for most of the teachers and pupils in all aspects of life and that there no longer is the need to put a special emphasis on this in the teaching processes at school. However, most European countries still seem to be in the phase of increasing the frequency and intensity of ICT usage for education in class”.

• “Students who use computers least frequently at home also performed below average in PISA 2003. However, students using computers most frequently at school do not in all countries perform better than others.

the highest performances in PISA 2003 were seen among those students with a medium level of computer use rather than among those using computers the most”. [p.52] “

aparición de una nueva clase de Bárbaros que cuestionan la intertextualidad del libro como vehículo privilegiado del conocimiento, que postulan la alfabetización digital como competencias indispensables e irreductibles a las tradicionles y que imaginan que los docentes del mañana dejarán de ser grandes maestros y se convertirán en mediadores 2.0.

Los bárbaros (los natives digitales) no valoran, no leen, no les interesan los libros (nuestro sagrado canon) que remiten por completo a la gramática, a la historia y al gusto de la civilización del libro.

Los bárbaros tienden a leer únicamente los libros cuyas instrucciones de uso se hallan en lugares que NO son libros. Se tergiversa asi por completo la cultura del libro y eclosiona una ecología mediática de cuya dinámica recién nos anoticiamos hoy.

Muestra que no es cierto que todos los adultos sean inmigrantes digitales ni que todos lo chicos sean nativos digitales.

queda cada vez mas en claro que las competencias digitales

son irreductibles a la alfabetización tradicional: escritura, lectura y matemáticas.