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Educators at all levels have not understood that learning is no longer about the past, as Bush’s memex was. It is no longer primarily about what has been said and done and described and proved, but, importantly, is about what is being said, and what is being done, and what is being described and what has not yet been proven.

asks the students to explain why Reginald or Julia made a particular comment in class yesterday, the answer is not on the Web. If you are working in the present progressive instead of in the past tense, then student answers will also be in the present progressive.

Here are things we can do differently today: Stop putting grades on everything students turn in.

the flip’s gradual disappearance from our learning space hasn’t been a conscious decision: it’s simply a casualty of  our progression from a teacher-centred classroom to a student-centred one.

LearnZillion is a learning platform that combines video lessons, assessments, and progress reporting. Each lesson highlights a Common Core standard, starting with math in grades 3-9

As educators what do we want from e-textbooks?

need to be visually stunning

e-textbooks need to have an inherent interactivity that engages

As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.

It really comes down to the tool fitting the task and learning target. An understanding of the SAMR Model allows educators to reflect on their own progress while investigating ways to use educational technology in a useful and productive way.

It is ironic that in one of the world’s most progressive technological areas nobody here seems to be feeling like they have to choose.