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Moving from a traditional classroom to a 1:1 classroom takes time and patience. All major stakeholders need time to adjust to having technology and information at their fingertips. Very few things bring instant and sustainable success. The most successful things in life take a lot of time and patience.

false to portray teaching methods as a choice between directing learning and student-centred approaches, saying good teachers used a mix of both

We’ve refined the concept of flipped PD in response to this need for on-going, any time, any place, any pace professional learning

We now only have two staff meetings a year and those are far from traditional meetings. The remainder of our professional learning occurs within school based PLN teams, individually based PLNs, and grade level teams.

While their time isn’t monitored, their productivity is

It is no longer enough that we educate only to the standards of the traditional literacies. If students are to survive, let alone thrive, in the 21st-century culture of technology-driven automation, abundance and access to global labour markets, then independent thinking and its corollary, creative thinking, hold the highest currency.

So what, then, is the answer? If technology is embraced by some and rejected by others, how can elementary and secondary school students be expected to know the right way to learn? It seems that the answers are about as clear as mud. I believe that technology has provided the swift kick that K-12 education has needed for decades to make the sweeping adjustments required to reach contemporary students and inspire education. I am just not sure yet which traditional teaching elements deserve to be clung to and which ones are meant for the curb.

Technology should not just allow us to do traditional in a different way; it should allow us to do things that we thought were not possible.

Technology should be for accessing what was inaccessible.

Pedagogy needs to serve the student, not the teacher or the textbook

Just as the music industry and the traditional paper press has had to reinvent themselves, so do schools and teachers.

“The ability to ask good questions. Almost all of the answers to traditional school problems are on the internet—What is not on the internet are the questions.”

We knew that they would engage with all kinds of digital writing and composition, but we did not want to ignore more "old-fashioned" writing formats

unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.

“Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”

he internet is a pedagogic engine, changing and shaping the way we learn. In this sense, we’ve had more pedagogic change in the last 10 years than in the last 1000 years – all driven by innovation in technology.

1. Asynchronous – the new default

2. Links – free from tyranny of linear learning

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.