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must engage in ongoing capacity-building; ideally including a combination of coaching, mentoring, support and training.

Not surprisingly, technology investments seldom produce maximal educational returns. To strengthen this weak link, any consideration of purpose-built technologies must benefit from including strong training, professional development, and ongoing professional learning components.

Ask naïve questions, invert perceptions, combine incompatible ideas, remix metaphors and pursue paradox. 

yet I think that if you take these as a point of departure, as I sometimes do, you'll find that you get outside of yourself in terms of your routines, your education and your common sense.  And you start to look at the world in different ways that may lead you to ideas that you never knew that you had. 

Engaging content gives your reader a peek at something he or she hasn’t seen before, but can relate to in some way.

Engaging content starts and ends with telling a good story. Good stories require compelling characters, insider details and tales of challenges overcome.

Engaging content is anything that provides value to the lives of your prospects, customers or community members

blending technology with face-to-face teacher time generally produces better outcomes than face-to-face or online learning alone

Rather, what matters most is how students and teachers use technology to develop knowledge and skills. Successful technology integration for learning generally goes hand in hand with changes in teacher training, curricula, and assessment practices

Students playing an active role in their learning and receiving frequent, personalized feedback Students critically analyzing and actively creating media messages Teachers connecting classroom activities to the world outside the classroom

The exploding anytime, anywhere, anyone access to information and teachers/mentors/co-learners via the Web is pushing traditional school structures, instructional methods and relationships toward obsolescence

Due to the speed with which the Web and other technologies have evolved and are evolving, current teachers, education professionals and teacher-training programs are ill-equipped to employ sound pedagogies for learning with technology or to prepare students for the technology rich, unpredictable, fast-changing, globally networked world they will inhabit.

in true motion leader style, motivated me (ok I was already motivated, but supported me) to shift my perspectives on the role of teacher and by extension the role of principal from facilitator of learning to activator of learning.

Alternatively, there is a .84 effect size on student learning when teachers serve as activators of learning through offering feedback, accessing thinking, supporting challenging goals, and monitoring learning. It does not take extensive training in statistical analysis to find this research compelling.

Offer respect to others before it is earned Engage in impressive empathy, meaning empathy even for those who stand in your way Invest in capacity building – human capital and social capital Build social contagion Eliminate non-essentials Focus on a small number of ambitious goals.

In short, their ability to be creative, to share complex knowledge across locations, contexts and cultures and to manage global innovation and product development teams effectively is precisely why multiculturals in integrative roles in the innovation process do make such a positive difference.

In addition, they identified intercultural, cognitive integration (one’s ability to simultaneously hold and apply several culturally different schemas and thus to think as a member of one culture or another depending on need and context, or to think simultaneously as member of several cultures) as the key to creative, adaptive and leadership skills fostering their career success. As one of the managers Hae-Jung Hong interviewed put it:

The most important skill I need in order to develop and launch this product line successfully is to exploit what I’ve got from one part to other parts of the world, which brings something innovative in the market. I am able to do this because I have references in different languages— English, Hindi, and French. I read books in three different languages, meet people from different countries, eat food from different countries, and so on. I cannot think things in one way only. That’s not my way.

Put simply, project-based curriculum emphasizes learning through doing classroom projects that address a specific issue or challenge. Students typically carry out the projects in groups, and teachers guide them along

Tina Barseghian Editor of MindShift, a website about the future of learning Posted: January 7, 2011 02:48 PM BIO Become a Fan Get Email Alerts Bloggers' Index Napa New Tech High: 5 Reasons This is the School of the Future Amazing Inspiring Funny Scary Hot Crazy Important Weird Read More: Computer Tech School , Education Technology , Napa New Tech High , New Tech High Napa , New Tech Network , New Technology High , School Computer , Tech School , Tech Schools , Education News share this story 11481122 Get Education Alerts Sign Up Submit this story digg reddit stumble What does the high school of the future look like? It's one that emphasizes useful, relevant skills that can be applied

At Napa New Tech, you'll hear very little lecturing and see few teacher-led activities. For this school, the decision to use project-based curriculum was based not only on what topics students should learn, but also what skills they should acquire in school.

Have we really hit the tipping point with online communities and collaboration– true collaboration? Is deep collaboration (moving past talk and cooperation to appreciative and collective action ) so prevalent among education that we can call it “old hat”?

Shouldn’t we be trying to  understand what is happening in those spaces that were new only a few years ago, determining how to best use them to learn and help our students learn?

re people confusing talking to people online with deep, connected learning?

"It's not about the tools, Bill," Sheryl pushed back. "It's about the behaviors that the tools enable."

After all, most schools are investing their professional-development technology budget in training teachers to use computers for non-instructional purposes even though new tools allow for a significant shift in pedagogy.

Instead of exploring how new digital opportunities can support student-centered inquiry or otherwise enhance existing practices, today’s schools are preparing their teachers to use office automation and productivity tools like Microsoft Word and PowerPoint.

students to learn "whenever and wherever"

He said the government would support an open content market containing a variety of learning materials, aimed at keeping up quality while keeping down costs.

They were best at evaluating information on the internet, assessing its credibility and navigating web pages.