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Ante la necesidad de seguir explorando integraciones virtuosas entre tecnología y educación, el uso de los dispositivos móviles o de bolsillo se vislumbra como una segunda gran oportunidad para esta combinación tecno-educativa. Lo anterior, bajo la lógica de apoyar la educación tradicional a través de estos nuevos dispositivos y nuevas metodologías de enseñanza. La idea no es reemplazar lo ya existente, sino sumar.

Aunque e-learning ha demostrado ser tremendamente beneficioso en cuanto a la posibilidad de ofrecer contenidos educativos a una gran cantidad de educandos, este modelo no ha demostrado ser lo suficientemente contundente como para ofrecer una metodología de aprendizaje significativamente mejor a la educación tradicional, que podríamos etiquetar como cara-a-cara (profesor-alumno y alumno-alumno).

Sin embargo, la adopción de este modelo demanda una serie de transformaciones y de alta flexibilidad ya que se requiere de un cambio en las herramientas, las pedagogías y las prácticas, todo ello con miras a formar estudiantes nómades (que mañana serán expertos adaptables).

People who work on Wikipedia … are not the indiscriminate crowd [but] are the part of the crowd who feels motivated to work with Wikipedia. Here it is: I’d replace the theory of the “wisdom of the crowd” with the theory of the “wisdom of the motivated crowds.” The general crowd says we should not pay taxes; the motivated crowd says that it’s fair to pay them. In fact, it’s not the ditch diggers or illiterates who contribute to Wikipedia, but people who already belong to a cultural crowd for the very fact they’re using a computer.”

I have been sceptical about the idea of massive open online course (MOOC). I have a theory: many courses (not only the MOOCs) are not motivating because they do not pay enough attention to the participant’s desires.

In a good course students should have the opportunity to practice leadership, gain knowledge, and be autonomous. Students should be provided ways to get social attention and opportunities to play and compete with each other. But this is not enough.

The insanely irresponsible advertising for BlackBoard 8 suggests that Academic Suite release 8.0 will “enhance critical thinking skills” and “improve classroom performance.” What LMS can do this? What Web 2.0 tool can do this? This is total bullshit, how can they make such an irresponsible claim? These things are not done by technology, but rather people thinking and working together. Our technology may afford a unique possibility in this endeavor by bringing disparate individuals together in an otherwise untenable community, yet it doesn’t enhance critical thinking or improve classroom performance, we do that, together.

The learning happens not as a by-product of the technology, it is, or rather should be, the Raison d’être of the technology. The teaching and thinking happen within the medium of texts, videos, film, images, art, conversation, game playing, computers, etc. Technology may provide new ways of delivering and accessing this information, and mark the basis of many a medium, but the idea of a community and its culture is what makes any technology meaningful and relevant.

BlackBoard makes an inferior product and charges a ton for it, but if we reduce the conversation to technology, and not really think hard about technology as an instantiation of capital’s will to power, than anything resembling an EdTech movement towards a vision of liberation and relevance is lost. For within those ideas is not a technology, but a group of people, who argue, disagree, and bicker, but also believe that education is fundamentally about the exchange of ideas and possibilities of thinking the world anew again and again, it is not about a corporate mandate to compete—however inanely or nefariously—for market share and/or power. I don’t believe in technology, I believe in people.

As I shifted my classroom from teacher-centred to student-centred, my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.

I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.

As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.

A know­mad is what I term a no­madic knowl­edge worker –that is, a cre­ative, imag­i­na­tive, and in­no­v­a­tive per­son who can work with al­most any­body, any­time, and any­where

Know­mads can in­stantly re­con­fig­ure and re­con­tex­tu­al­ize their work en­vi­ron­ments, and greater mo­bil­ity is cre­at­ing new op­por­tu­ni­ties.

What hap­pens when the in­vest­ment banker sit­ting next to the ar­chi­tect have a con­ver­sa­tion? What new ideas, prod­ucts, and ser­vices might be cre­ated?

The Sudbury Valley School has, for the past forty years, been the best-kept secret in American education.

Professors of education ignore it, not out of malice but because they cannot absorb it into their framework of educational thought.

Adults do not control children's education; children educate themselves.