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Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.

In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.

Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests

(1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.

The revised edition also includes a self-assessment for superintendents to evaluate how far their districts have come along the technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and the new document opens with a letter:

e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “The real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.

those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.

These courses offer you a chance to learn about everything from electrical engineering to the basics of computer science.

Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.

when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.

I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.

regardless of background, languages, or disabilities,

personalized learning

critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.