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Sure preparing students for the workforce is a major role but so is developing the social aspects of our students, developing in them a morale compass, an appreciation of culture and history, and how to develop constructive and meaningful relationships. Students engage in leadership programs, work and play in teams, and participate in many other activities and programs for the sole purpose of social and emotional development. There is also a third aspect to the purpose of schools, that is, to develop students as unique individuals.

When we talk about teacher quality we can only do so ethically in light of what they and their school community believe about the purpose of school, and the weighting of the three roles of school. If we don’t properly understand the purpose of a specific school we cannot possibly determine whether an individual teacher is “good or bad.”

The network is where the information has been found, but the ability to remix it for your own context is where innovation happens.

is essential that we not only share what is happening in our schools, but engage in true, two-way conversations with our communities.

Empowering our teachers to share their voice and open the doors to what they do in the classroom, also gives our community a new perspective on what it is to be an educator, and how we are willing to go above and beyond for our kids.

Over the last 30 years, we’ve systematically eliminated young people’s ability to participate in public life. They turn to technology as a relief valve, as an opportunity to have a space of their own. As a chance to be public. And, of course, we shoo them away from there too.

Traditional aspects of power are asserted through technology. It’s no longer the realm of the marginalized, but the new mechanisms by which marginalization happen

Technology is situated within a context of capitalism, traditional politics, and geoglobal power struggles.