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Typically they come to see buildings, spaces and furniture. They leave seeing the possibility for reconstructing their own learning spaces, pedagogy, teams and thinking.

I am witnessing teachers experiencing a new role – no longer the managers of behavior, but now the creative directors of curriculum delivery.

Someone who can sit down with a child and guide them in the applied use of a mobile device for learning and employment, provisioned with wireless Internet access, and at the right time of confidence and relational development, gift them with that device, remaining as their mentor and coach.

“I have been here for about two months now and am enjoying the challenge. Much of what we are faced with in education is the same, but there is the international context that is terribly interesting. One of the characteristics of this system is that the high school is stuck, much like many of our high performing suburban high schools in the U.S. And as such, I’m pushing them to get outside of their own comfort zone and challenge old assumptions to do something different. As a result I am going to take a small R&D core team from the high school to do a ‘walk-about’ and look at some of the best practices of true high school reform.”

We polled 70,000 kids in fifth through 12th grade and found that students who are engaged, who are on the thriving end of the wellbeing scale, and who are hopeful are approximately four times more likely to qualify as financially literate than disengaged, suffering, or discouraged students.

A Gallup study showed that 77% of students in grades five through 12 said that they want to be their own boss, and 45% plan to start their own business. When we asked the same group if they believed they would "invent something that changes the world," 42% said "yes."

When Gallup-HOPE asked these kids if they were currently interning with a local business, 5% said "yes." So there are about 23 million kids in an entrepreneurial state of mind, but 95% of them aren't getting the attention they need to become entrepreneurs. However, our research also shows that if we can move that 5% up to 25%, we can change the world.

When the school was created, a research and design studio known as Mission Lab was integrated into the design of the school by founding partner Institute of Play. The goal of Mission Lab is to help teachers teach the way they wish they could — the way they dream of engaging their students, were it not for the lack of support and other obstacles that often get in the way. Mission Lab supports teachers by pairing them with a game designer and a curriculum designer (staffed by the Institute of Play) who help make the teacher’s vision a reality, providing support throughout the process of design and implementation.

Teachers in their first year at the school have two weekly curriculum meetings built into their schedule, and meetings for returning teachers are scheduled on an as-needed basis, usually once a week.

he mission narrative, or context, is developed once the teacher, game designer, and curriculum designer have identified the big ideas, learning goals, and standards for the trimester.

There will be more innovation—but it will not change the way the world works in the way electricity, internal-combustion engines, plumbing, petrochemicals and the telephone have. Mr Cowen is more willing to imagine big technological gains ahead, but he thinks there are no more low-hanging fruit. Turning terabytes of genomic knowledge into medical benefit is a lot harder than discovering and mass producing antibiotics.

But Pierre Azoulay of MIT and Benjamin Jones of Northwestern University find that, though there are more people in research, they are doing less good. T

One factor in this may be the “burden of knowledge”: as ideas accumulate it takes ever longer for new thinkers to catch up with the frontier of their scientific or technical speciality. Mr Jones says that, from 1985 to 1997 alone, the typical “age at first innovation” rose by about one year.

ony Wagner that the world doesn’t care anymore what you know; all it cares “is what you can do with what you know.”

And they increasingly don’t care how those skills were acquired: home schooling, an online university, a massive open online course, or Yale. They just want to know one thing: Can you add value?

he unique thing about this position was that he would only accept interest in the position through a post on Twitter, and that he would look solely at a candidate’s digital footprints and not at any paper resume.

Vala was looking for candidates to have a minimum Klout score above 60, a minimum Kred influence score of 725, a Kred outreach of at least eight, and more than 1,000 active Twitter followers in order to be considered.

or a month, it was a time to establish new connections, even with some of the other candidates themselves, as we waited for opportunities to interview with the company. We began to grow and learn from each other. The process was amazing. I was able to see their passion and they could see mine. By looking at what these candidates did for a current job and to see times of the day and days of the week that they were devoting to posting and sharing online digitally, I started to get a sense of who everyone was and what their passions were and what their work ethic was like. I got a chance to know candidates well before I even knew who they really were.