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For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements.

First, consult the students.

But resisting today's digital technology will be truly lethal to our children's education. They live in an incredibly fast-moving world significantly different than the one we grew up in. The number-one technology request of today's students is to have email and instant messaging always available and part of school. They not only need things faster than their teachers are used to providing them, they also have many other new learning needs as well, such as random access to information and multiple data streams.

Dabbling. Doing old things in old ways. Doing old things in new ways. Doing new things in new ways.

what data is requested of them, how much of the requested information is required for the service they want to use, and how their data is eventually used. The survey notes that even young people are concerned about their privacy, the ones often written off as part of a generation that's willing to share everything online.

people are still quite concerned with their privacy. The baseline for privacy has simply changed.

Rainey says that even those who dismiss privacy concerns become concerned when confronted with the depth of information they've revealed, and when shown how that information is used once they give it up.

"They just want control over what information they give up,

what they agree to, and what information is made public versus kept private in the databases and annals of the companies and organizations that get to see it."

find, identify, monitor and update which are the most relevant "information sources", hubs or curators in every possible area of interest. Search engines and traditional media do not presently provide this information

Some of these would certainly include online searching, research, critical thinking, comparative analysis, evaluation and verification of alternative sources, classification and labeling, questioning, summarizing and synthesis skills (among others)

In other words, researchers, educators and guides prefer to refer to trusted "curators" of specific information areas rather than to rely on Google-style secret and commercially-driven algorithms.

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