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education is falling behind the curve,1 as it did during the rapid changes brought on by the Industrial Revolution.

The last major changes to cur­riculum2 were effected in the late 1800s as a response to the sudden growth in societal and human capital needs

Having students develop deep knowledge is as essential as ever. But today, we must also make that knowledge relevant.

Critical thinking, creativity, communication, and collaboration can all happen in the absence of the digital element. It is when we recognize through our instructional preparations that a real need for these technology tools becomes necessary, instead of merely nice.

This experience can be—must be—much more than putting some lectures, worksheets, links or tests online. Blended learning opens up unlimited resources, makes daily student collaboration more practical and lets teachers respond to students instantly from across town.

Embrace a culture of change and instability, and adapt

Get students active in learning:

Adults are as addicted—if not more addicted—to technology as teenagers.  

adults’ smartphone addiction telepressure: “the combination of a strong urge to be responsive to people at work through message-based [information and communications technologies and] a preoccupation with quick response times.”

It’s worth considering: When we criticize teens who are glued to their screens, are we offering wise advice? Or are we projecting our own mixed feelings onto them?

she advises teachers and parents to praise a child’s process and strategies, and tie those to the outcome

“Let’s look at what you’ve done,” “Let’s look at what your understanding is,” or “Let’s look at what strategies you’ve used, and let’s figure out together what we should try next.”

Dweck says that many teachers have to change how they teach, offering more critical feedback and giving students opportunities to revise their work

Lend a critical lens to your digital learning activities to being to develop more activities where students demonstrate what they understand as opposed to what they just know.

The ability to self-regulate the use of devices is a critical skill if students are to become productive adults

we need to shift from a purely knowledge-based education toward a focus on skills (creativity, critical thinking, communication, and collaboration), character (mindfulness, curiosity, courage, resilience, ethics, leadership), and meta-learning (learning how to learn, growth mindset, metacognition). Schools will need to prepare students to find the intersection between these four dimensions of knowledge, skills, character, and meta-learning

‘What kind of adult do we hope the child becomes?’, then work backward from that.

Let’s not ask what the child can do, but tends to do. Let’s make sure the student can read and write–and wants to. Let’s see that the student can think critically–then does.