We need interventions that focus on building empathy, identifying escalation, and techniques for stopping the cycles of abuse.

Perhaps the greatest impact of mobile devices may be in changing the relationship between institutional or classroom based learning and learning in a wider society. Steve Wheeler, in his presentation on Web 3.0. The Way Forward? (2010) says that whilst in the past we have brought the world into the classroom in the future we will bring the classroom into the world.

The question of equity extends far beyond the well-worn "public v. private" controversies, as important as they are. The new problem is that public education too is becoming less equitable. There are Federal Partnership Programs that pour vast sums into some schools, while passing over others, on a competitive selection basis. Academic selective schools are streaming off the highest achievers and putting some of the best teachers in front of them. The result is that some students in the public system are receiving a great deal more resources than are others who have the same or greater levels of need. Such inequita

We need to store knowledge in our outboard brains - not only in databases, intranets and on the Internet, but also in the experience and insights of our co-workers, colleagues and people networks. Knowing who to ask when confronting a challenge is absolutely vital in our interconnected world.

So what is Computational Thinking? Well it is a collection of diverse skills to do with problem solving that result from studying the nature of computation. It includes some obviously important skills that most subjects help develop, like creativity, ability to explain and team work. It also consists of some very specific problem solving skills such as the ability to think logically, algorithmically and recursively. Computer Science is unique in the way it brings all these diverse skills together.

When does a curriculum unfetter us, and when is it a set of handcuffs? When does a teacher unfetter us? When do our classmates unfetter us? A classroom, or a credit hour system, or an advising system? And so forth. These are very difficult questions indeed, and of course some oppressors believe most sincerely (it seems) that they're keeping handcuffs on for the inmates' own good-and of course Stockholm Syndrome means that sometimes people don't want to lose their fetters, so thoroughly do they identify with their captors.

So how to assess large numbers. Traditionally this been done through tests and exams which can be easily marked by assessors. Whilst these make the assessment process manageable for the tutors, they offer little more than a mark or grade to the students - since very often there is no feedback-feedforward loop associated with the grade. Also tests and exams are not the best assessment strategy for all situations and purposes.

This is a student-centered narrative of systemic change. It is a narrative which understands the fundamental issues facing our students. A narrative which understands, in the words of the Sacramento (CA) schools, that "there is no magic bullet to our problems, no easy answers. But collectively and collaboratively, I believe we have enough power to change the lives of the children we serve."

Web 2.0 is about participation. Web 3.0 is about linked data and the semantic web. The xweb will have a far greater impact on individuals than web 2.0/3.0. Not everyone is a blogger or contributes videos to youtube or edits wikipedia. However, a growing percentage of the population uses the mobile web. Web 2.0/3.0 are a promise of change. The xweb is an instantiation of change, an expression of how technology can alter how people relate to each other, to information, and how the physical world becomes yet another domain for technology to dominate.

ThinkUp captures your posts, replies, retweets, friends, followers, and links on social networks like Twitter and Facebook. We'll be adding more networks in the future. ThinkUp stores your social data in a database you control, and makes it easy to search, sort, filter, export, and visualize in useful ways.

traditional notions of education are not coping with the content explosion generated by the rise of the knowledge economy

world are embracing and developing new "ingredients" of learning: superclasses of 90 to 120 students; vertical learning groups; stage not age; schools within schools or "Home Bases;" [all education concepts Stephen talks about more later] project-based work; exhibition-based assessments; collaborative learning teams; mixed-age mentoring; children as teachers; teachers as learners

THE NSW state government has ruled out implementing the new national curriculum next year, as scheduled under the federal government's timeline.

They are Generation C-connected, communicating, content-centric, computerized, community-oriented, always clicking. As a rule, they were born after 1990 and lived their adolescent years after 2000. In the developed world, Generation C encompasses everyone in this age group; in the BRIC countries, they are primarily urban and suburban. By 2020, they will make up 40 percent of the population in the U.S., Europe, and the BRIC countries, and 10 percent in the rest of the world-and by then, they will constitute the largest group of consumers worldwide.

"In the course of the next 10 years, a new generation-Generation C-will emerge. Born after 1990, these "digital natives," just now beginning to attend university and enter the work- force, will transform the world as we know it. Their interests will help drive massive change in how people around the world socialize, work, and live their passions-and in the information and communication technologies they use to do so."