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study what happens when students use these devices to connect, develop, grow and create. We also need to understand that success in the 21st century can not be measured by the bubble tests that were created to measure an industrial model of schooling.

 Do we want students to read, write, calculate, receive instant feedback, make global connections, develop a learning network, publish to the world? Of course we do.

WikiEducator leads a global education collaboration. Otago Daily Times publishes an interview with Wayne Mackintosh. To paraphrase Mahatma Gandhi - "WE can be the change you wish to see in the world".

I like "Deeper Learning" as a way to convey both the acquisition of knowledge and the transference/application of knowledge along with developing skills employers find valuable -- collaboration, communications and critical thinking.

Today's educators need to be connected -- that means they need to embrace social media along with utilizing online resources -- designing ways to integrate smart phones and iPads, along with laptops.

...the choices we make about how to use time in school are often the enemy of quality or value. Our patterns in leading classrooms are so ingrained that we do not even realize when we are making poor choices."

If we are going to talk about ethics and responsibilities in the 21st century classroom, we can’t just “add on” new digital tools but we have to rethink the basics of connected, interactive, participatory learning.

The Ethics and Responsibilities of the 21st Century Classroom: A Collaborative Guide to the Best Digital Learning Practices for K-12 Teachers and Administrators.” Here’s a link to the public Google Doc that, at the moment, is open to anyone. 

It’s not about the computer; it’s about the learning.  Our students today both want and need to be active, engaged, collaborative, on-line, vigorous, empowered, creative,  solvers of real-world problems.   They need to be skilled and informed to do so, but they need to be challenged, motivated, and engaged in doing so.

We don’t need to end, abolish, or abandon any of these things.

they're not "designing and sharing information for global communities to meet a variety of purposes." Nor are they "building relationships with others to solve problems collaboratively and cross-culturally." And as far as "managing, analyzing and synthesizing multiple streams of information?"

National Council of Teachers of English feels a "literate person" should be able to do right now

If we don't talk about how learning is changing first, the schools we create will continue to be places of "tinkering on the edges" instead of truly changed spaces.

Still, talking to strangers is different from handing over a set of your house keys. We’re learning how to draw the line between those extremes, and it’s a line that each of us will draw in different ways. That we get to make these decisions for ourselves is a step forward; the valley is a much richer and more connected place than the old divide between privacy and celebrity worship was. But it is going to take some time to learn how to live there.

Students working in cooperative groups can create a Scoop.it! about a topic of interest or study. Teachers can create Scoop.Its! about topics they are studying for professional development. Teachers can create Scoop.Its! about topics their students will be studying. Students and Teachers can look at existing Scoop.Its! to connect with others who share their interests and learn about interesting things. Here are some interesting Scoop.its! that I found about learning innovatively:

From a content and skills standpoint, why wouldn’t we expect teachers to connect their students to the smartest, most experienced experts they can find online?

But it is not  either/or approach.  It’s NOT either the traditional approach or the modern approach. There is room for both approaches, particularly there will still be a need for the design and management of essential (e.g. compliance, and regulatory) training.

If nothing else, we should be thinking and talking about this, about how the new realities of the world require different thinking and doing and defining, especially in the context of the roles the adults play in the classroom.