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The middleman is vanishing as peer to peer interactions flourish. Teachers no longer stand between the content and the student. This will change the nature of the profession.

Technology is no longer an option when it comes to learning at mastery levels.

Curriculum is just a guess, and now that we have access to so much information and knowledge, the current school curriculum bucket represents (as Seymour Papert suggests) “one-billionth of one percent” of all there is to know. Our odds of choosing the “right” mix for all of our kids’ futures are infinitesimal.

The skills, literacies, and dispositions required to navigate this increasingly complex and change filled world are much different from those stressed in the current school curriculum.

In fact, instead of being delivered by an institution, curriculum is now constructed and negotiated in real time by learner and the contributions of those engaged in the learning process, whether in the classroom our out.

“High stakes” learning is now about doing real work for real audiences, not taking a standardized subject matter test.

While important, the 4Cs of creativity, collaboration, critical thinking, and communication are no longer enough. Being able to connect to other learners worldwide and to use computing applications to solve problems are the two additional “Cs” required in the modern world.

Our children will live and work in a much more transparent world as tools to publish pictures, video, and texts become more accessible and more ubiquitous. Their online reputations must be built and managed.

Workers in the future will not “find employment;” Employment will find them. Or they will create their own.

Embracing and adapting to change must be in the modern skill set.