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This resource is the collaborative effort of a group of experienced educators and entrepreneurs who have united to share their experience and ideas, and create a project geared toward making learning relevant to life in our new digital age. Our purpose is to develop exceptional resources to assist in transforming learning to be relevant to life in the 21st Century.

"Sharing learning is powerful because it makes students' learning relevant beyond their own classrooms."

"The search giant said the move was the first step in transitioning from an "information agent" to a "knowledge agent." "The Knowledge Graph enables you to search for things, people or places that Google knows about - landmarks, celebrities, cities, sports teams, buildings, geographical features, movies, celestial objects, works of art and more - and instantly get information that's relevant to your query," Amit Singhal, a senior vice president at Google, wrote. Google is going to roll out the new feature slowly, but some users should begin seeing the feature this week. In practical terms, what's going to happen when you search on Google is that you'll see a separate "knowledge panel" on the right side of your regular search results that presents information about whatever your searching for."

I have been thinking a lot lately about the challenge we face as educators when well-intentioned learners make incorrect, inscrutable, thoughtless, or otherwise off-the-mark comments. It's a crucial moment in teaching: how do you respond to an unhelpful remark in a way that 1) dignifies the attempt while 2) making sure that no one leaves thinking that the remark is true or useful? Summer is a great time to think about the challenge of developing new routines and habits in class, and this is a vital issue that gets precious little attention in training and staff development. Here is a famous Saturday Night Live skit, with Jerry Seinfeld as a HS history teacher, that painfully demonstrates the challenge and a less than exemplary response. Don't misunderstand me: I am not saying that we are always correct in our judgment about participant remarks. Sometimes a seemingly dumb comment turns out to be quite insightful. Nor am I talking about merely inchoate or poorly-worded contributions. That is a separate teaching challenge: how to unpack or invite others to unpack a potentially-useful but poorly articulated idea. No, I am talking about those comments that are just clunkers in some way; seemingly dead-end offerings that tempt us to drop our jaws or make some snarky remark back. My favorite example of the challenge and how to meet it comes from watching my old mentor Ted Sizer in action in front of 360 educators in Louisville 25 years ago. We had travelled as the staff of the Coalition of Essential Schools from Providence to Louisville to pitch the emerging Coalition reform effort locally. Ted gave a rousing speech about the need to transform the American high school. After a long round of applause, Ted took questions. The first questioner asked, and I quote: "Mr Sizer, what do you think about these girls and their skimpy halter tops in school?" (You have to also imagine the voice: very good-ol'-boy). Without missing a beat or making a face, Ted said "Deco

"Nussbaum-Beach describes the transformation she believes must take place in teaching and learning practices if elementary and secondary schools are to remain relevant in an era when information and communication technologies will continue to expand exponentially."

"Copying the "scribe post blog" idea from Darren Kuroptawa, we've used a Blogger site this semester as a shared learning blog / scribe blog. Students were randomly assigned a partner at the start of term and a week to summarize, and worked together to post a thorough recap of their week's topic and learning points. In week 13 we discussed Pecha Kutcha presentations as well as phonecasting, and the student summary for the week was excellent. This summary was good, in part, because it included multiple hyperlinks to relevant resources."

"What has to happen for school libraries to become relevant? If we want to connect with the latest generation of learners and teachers, we have to totally redesign the library from the vantage point of our users-our thinking has to do a 180-degree flip. In short, it's time for school libraries to become a lot less like Microsoft and a lot more like Google. With this notion in mind, I collaborated with two of my colleagues, Carol Koechlin and Sandi Zwaan, Canadian educational consultants, to develop an idea we're calling the school library learning commons."

Sally Doyle, our Visual Arts Coordinator, shared this site as a tool she is using to bridge rigor and relevance to fine arts.

What we need to do to prepare students for college.