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The first automobiles were really horseless carriages, designed on the same frame as a horse-drawn carriage and with power defined in horsepower. The capabilities of these early contraptions were limited, and the infrastructure to support this new form of mobility was slow to develop as the early car owners rattled across the ruts and sank into the mud of unpaved and poorly maintained roads. These days, our society is built around the mobility provided by today's automobiles, and we are seeking to expand the infrastructure to accommodate battery-powered vehicles. How close is this analogy to the early stages of experimenting with cyberspace? I think the two stories are very similar, and I look forward to the day when the ruts in the cyberspace highway have been smoothed for a true community of learners to improve our world.

It’s time for students to take control of their own learning instead of waiting for the technology to be handed to them!

Ideally this would free teachers for more human and emotionally complex interactions, provided strategic adjustments are made.

Microsoft, Apple, Google, Honda, Amazon, and well just about every other forward thinking company on earth are scrambling to adjust for a mobile culture that is cloud-based and social. This should affect everything in education, from how learning models and curriculum are designed, to how students interact with one another and their local communities.

Universities are decaying. At least in their current form.

the development of advanced artificial intelligence, or superintelligence, opens up doors to discoveries never before imagined.

Professional development becomes far more valuable when it searches beyond the simple nuts and bolts of technical use and instead encourages teachers to disrupt the traditional flow of education - to dabble, experiment and re-imagine how that technology can be used to sculpt new educational horizons.

“You have to start with the customer experience and start working backwards to the technology.”

Web 2.0 and/as The Apocalypse: What The Terminator Has to Teach Us About Our Future

only mean to highlight the disruptive and destructive consequences that have been set in motion by the shift from a life mediated by paper to a life mediated by the screen.

educators occupy the position now that astronomers held during the 16th century. For astronomers, the choice between models for the universe was neither trivial nor inconsequential; it was definitive.

Disruption of traditional ed market

requires sophisticated searching and processing skills

many users have not been taught how to make appropriate decisions

we must teach everyone to become responsible digital citizens

Many of them say that current K-12 or K-16 education programs are incapable of making adjustments within the next decade to serve the shifting needs of future jobs markets.

“The most important skill is a meta-skill: the ability to adapt to changes. This ability to adapt is what distinguished Homo sapiens from other species through natural selection.

The nature of this change may require the world to shift to a ‘Post Economic Growth’ model to avoid societal dislocation and disruption.”