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the computers have not transformed the classroom, nor has their use boosted learning as measured by test scores

How can we start down the path to transform the classroom?

The classroom of today doesn't even look that much different from the classroom of thirty years ago

An organization's natural instinct is to cram the innovation into its existing operating model to sustain what it already does

target those who are not being served -- people we call nonconsumers. That way, all the new approach has to do is be better than the alternative -- which is nothing at all.

disrupts that trajectory by offering a product or service that actually is not as good as that which companies are already selling.

the disruptive innovation extends its benefits to people who, for one reason or another, are unable to consume the original product

Instead, we must find areas of nonconsumption to deploy computer-based learning where it will be unencumbered by existing education processes.

For computer-based learning to bring about a disruptive transformation, it must be implemented where the alternative is no class at all.

online learning is gaining hold in the advanced courses that many schools are unable to offer

“Writing exams isn’t a measure of intelligence or knowledge, it’s about getting inside your prof’s head to figure out what’ll be on the exam.”

Information is propelled into students without teaching them how to practically utilize it. This is senseless. Regurgitating facts, memorizing figures and formulas, compressing course material in our short-term memory for the sake of doing well on an exam; they are all detrimental to the learning experience. But students still do it because they don’t want to fail. Instead, we should be fostering a culture where, to paraphrase Arianna Huffington, “Failure isn’t considered the opposite of success, but an integral part of it.”

We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.

With YouTube, for example, students can post their ideas to the world and get rapid global feedback. With tools like Twitter and its cousins, they can follow firsthand details of events unfolding anywhere in the world, from revolutions to natural disasters. With mashups and related techniques, they can combine sophisticated data sources in powerful new ways. One school group I know of created a Second Life model of Los Angeles, using the database of the Federal Aviation Administration (FAA) to show each plane flying in its actual spot! With Skype-like tools, students can connect with experts and peers around the world in real time.

Effective Thinking, which would include creative and critical thinking as well as portions of math, science, logic, persuasion, and even storytelling; Effective Action, which would include entrepreneurship, goal setting, planning, persistence, project management, and feedback; and Effective Relationships, which would include emotional intelligence, teamwork, ethics, and more.

Instead of today's focus on pre-established subject matter, with thinking skills presented randomly, haphazardly, and inconsistently, the student and teacher focus would always be on thinking in its various forms and on being an effective thinker, using examples from math, science, social studies, and language arts.

These would range from small projects in earlier years ("I made this app or this website") to larger projects ("I collaborated with a class in another country to publish a bilingual novel"; "I started a successful company") to participation in later years in huge, distributed projects around the world ("Using Galaxy Zoo, I discovered a new, habitable planet").

Producing effective letters, reports, and essays was an intellectual need of our past. Working effectively in virtual communities, communicating effectively through video, and controlling complex technologies are what students need to be successful in the future. Thinking, acting, relating, and accomplishing—in the technological and fast-changing context of the future—are where we should focus our students' attention.

Unlike Jon and my friend though, many of us learn more effectively without teachers and there are more and more ways to do just that.