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I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.

In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.

I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?

Strand B: Leading the Change Innovative approaches to teaching and learning using web 2.0 tools are often utilized by a limited number of “early adopter” teachers in our schools. This strand seeks to amplify ways educators in a variety of contexts are serving as constructive catalysts for broad-based pedagogic change using Web 2.0 technologies as well as student-centered, project-based approaches to learning

I remain very, very concerned with the notion that all we have to do is let the kids connect with the world -- just like they do on Facebook or MySpace -- and the kids will learn. There's a fallacy there, and my experience with how much really deep teaching of digital ethics we've had to do at SLA to counter all that the kids come in the door thinking about the digital world.

Because nowhere in that talk

is there much of an honest discussion of just how hard implementation of these ideas actually is.

"I come from the Batman era, adding items to my utility belt while students today are the Borg from Star Trek, assimilating technology into their lives." It isn't about Nativism, it is about exposure and competence. David has been using his 'Pair-a-Dimes for Your Thoughts' blog as the hub of his personal learning environment for two years now, charting his use of Web2.0 tools with his students along the way. His blog profile describes him as, "A husband, a parent... An educator, a student... A thinker, a dreamer... An agent of change." He obviously has a few paradigms to work from!

George Seimens explains, "Knowledge is distributed. Learning is the process of creating networks. This is increasingly aided by technology." George posed a question this week, "If a network structure is a foundation of learning, are our education systems designed to appropriately take advantage of networking opportunities?"

Google Certified Teachers are: Exceptional K-12 educators with a passion for using innovative tools to improve teaching and learning. Creative leaders who understand their local needs and can spread innovation as a recognized expert. Ambassadors for change who model high expectations, life-long learning, collaboration, equity & inclusion, and innovation.