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“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.

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.

“What I’m hearing from schools more is that they’ve eliminated policies restricting using mobile devices for learning and they’re interested in developing mobile learning programs as fast as possible,” Dede said. “We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”

Flash card programs for the iPad are too numerous to count. What a waste!”

The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it’s educational — how can mobile devices add relevance and value to how kids learn?

one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.

Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,”

We need to tear apart the school day, the high school timetable, the school year, the four-year diploma. We need to rethink credit- and diploma-awarding authority, which need not be the sole purview of the high school. For instance, why can't we give this authority to nongovernment organizations and corporations willing to step up and offer academic credits in their workplaces relevant to the work of their institution?

not just for university-bound scholarship students

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."