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This new revolution started in the 20th century with sound recording and film, moved next to television and radio and today takes the form of the internet.  He points out that there is a common theme when people consider these changes – that they are not simply something new but also the end of something old. 

The primary impact on the mediated context of content during the parenthetical period is containment.  Look at a printed work, Pettitt suggested, and you will see strict regimentation.  Words are forced into lines, surrounded by margins, placed on pages that are sewn into a binding, contained by a jacket and placed on a shelf where they can be contained and controlled.  The words have been "imprisoned" and have lost much of their pre-parenthetical fluidity.  This confinement of cultural production has obviously not been limited to the written work: plays move to stages and music to concert halls during the parenthesis.

He said that human consciousness in the digital age, which de-emphasizes the kinds of categorization that marked the age of print, makes us think in a way that is reminiscent of a "medieval peasant."

the ability of college students to participate in small study groups is the most important determinant of academic success.  Furthermore, students who study with other students at least once per week are more engaged and better prepared than students who study solo.

This has deep implications for social media and its application inside and outside of the classroom walls.

But unlike traditional study groups, tech-savvy teachers can join in and geographic limitations are erased.

At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first.

Researching What for Why? I enjoy research. I spend much of my time reading it. I also often find myself in sustained and vigorous conversations with colleagues from some of the leading research institutions from around the world...and it's time that I value very much. Indeed, the Foundation maintains a register of some of the leading research around 1-to-1 on our site....however, I am also sick and tried of the unrelenting practice of political leaders and educational policy makers who continually seek to justify inaction and limit the scope for innovation in the name of research. One only has to review the mountains of literature around the most effective ways to teach reading and the efficacy of small classes to conclude that too much educational research is based on loose assumptions, inappropriate methodologies, a blatant lack of rigor and ideological bias. Too often the funding base for educational research creates preconceptions about the outcomes, real or perceived, and the volume of research that swamps the education market seems to be more related to tenure or the attraction for doctoral topics, than a genuine need. It really is about time we took stock of the situation. For more than three decades we have seen an increasing stream of research that has targeted our use of technology in schools. What purpose has much of it served, other than to often significantly distract educators from continuing to develop innovative practice, and seek new ways to enga

How can we support innovative teachers taking risks, if every move is covered by a researcher measuring outcomes?

Why don't we start by working on the culture of our schools, and encourage those that are seeking to create a culture of innovation. Why don't we start thinking carefully about what it really means to support risk-taking in our schools; it seems the only risks people are interested in are about the evils of the net and beyond...how about we support our educational leaders who are creating new agendas for learning within their schools and seeking to genuinely leverage technology within an immersive environment to truly create worthwhile, authentic learning opportunities.

Tell me what you’ve learned.  When I told my students this the next day, they were shocked, but so excited. During the exam I kept hearing, “I really love this exam.”  How many times do you hear that as a teacher?

They loved the Khan Academy video, and reverse instruction learning.  They found the illustrations easy to understand, and the format challenging.  And most of all, they love the independence.

This is a student who struggles in a traditional classroom, and experiences limited success. And she doesn’t think she’s smart. But the truth is, she is.  She gets Biology.

First, it is consistent with other findings that the more discussions students have to pay attention to, the less satisfied they were with the learning environment.

so perhaps they do not need higher levels of interaction because the content may not need interpretation or further analysis.

PRINT BOOKS: We joined book clubs. DIGITAL BOOKS: We discuss them in booklogs.

PRINT BOOKS: We find them in libraries, bookstores and bookmobiles. DIGITAL BOOKS: For people who own personal computers, e-readers, smartphones, iPads and other tablets, there's 2 4/7 access to libraries and bookstores for purchasing, borrowing and downloading material.

PRINT BOOKS: Scribble notes in the margins. DIGITAL BOOKS: We use Kindle's Public Notes virtual annotation application.

Even if change agents understand the immensity of the cube we're attempting to flip, I'm not so sure we fully understand the repercussions of widespread transformation. Might a controlled melting the cube into a more meaningful form be a more sensible strategy?

Maybe by way of slow drip, we can lead colleagues and students to consider exploring these new worlds? Maybe we need to polish the smoothest portions of the iceberg, revealing the many innovations that are taking place below the surface?

n the end, it is that unseen part of the iceberg, where innovators test the limits of today's learners, that will lead to a course correction for that steamship that everyone seems so intent on 'turning around'.