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students and teachers were asked which technologies they would include in the "ultimate school." More than twice as many students as teachers chose online classes; more than twice as many students as teachers chose gaming; nearly three times as many students chose Internet access; and three times as many students chose mobile devices.

The third reason schools will be driven to change is that we have now reached a point where work is learning . Work in the workplace is learning.   Work in the larger community surrounding the schools is about learning every day.   It's not just about putting bolts on things anymore.

The fourth force is that learning communities have no boundaries .   In a networked learning community, schools and classrooms will simply become nodes in a larger learning environment.

The fifth factor affecting schools is that the home is becoming a learning place .

The final force driving change in schools is kid power.  

New learning teams are emerging, which consist of college faculty, the teacher candidates, and the in-service teachers. The high school students themselves are sometimes members of these teams, developing new applications of technology. They are becoming learning communities, “communities of practice,” as some would call it.   And in these learning communities, the distinctions between “teacher” and “student” no longer serve us well. That is why I believe education is rapidly moving toward new learning environments that will have no teachers or students—just learners with different levels and areas of expertise collaboratively constructing new knowledge.

There is no way for the faculty or teachers to collaboratively learn and construct new knowledge in this system—no way for them to know whether the knowledge that might have been acquired by the student teacher is actually the knowledge the student teacher then conveys as a teacher to the K-12 students. Few, if any, of the educators know anything about what the K-12 students might be doing with any of the knowledge they may have acquired after they leave the K-12 classroom.   This is a linear, fragmented teaching approach—the epitome of the factory-era assembly line approach to teaching and learning—which defeats any opportunity for collaborative learning or feedback across the various levels of teaching and teacher preparation.