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We need to be the leaders on this and ask ‘How do business and politics make good use of these tools?’ It’s not just social. It really does work well for individualized learning.”

A teacher, in order to be valuable, has to help that student make meaning of the knowledge or ask them to demonstrate that they’ve made meaning.”

it is not because they had a 1-1 program in itself that made them so, but because they had a classroom culture of student inquiry, of research, collaboration, and on-line publishing, all of which were well supported by the laptops in students’ hands.

  “Laptop computers [would not be] technological tools; rather, [they would be] cognitive tools that are holistically integrated into the teaching and learning processes of their school.”

One of the best sections of this article speaks right to this, as it advocates schools to bring the students to the table: But it’s not just teachers who experts say must be involved in the 1-to-1 planning process—students should be, too.

Today, more teachers see the devices not as distractions but as tools to help students learn. And experts say the future of education may revolve around these hand-held instruments.

Part of such a culture is understanding that the teacher is not the only expert in the room; in fact, students can know more than the teacher about some aspects of what they will be doing together.

you can’t just roll two lessons into one. You have to start rethinking the way you conceptualise a lesson from start to finish.

consumers of mass media can come to believe that the world is more dangerous than it actually is through constant exposure to violent imagery or commentary

That “off” switch is becoming more important in the social media age, experts say. Seeking out information to ascertain one’s personal safety is a biological imperative, but so is a tendency to overdo things. Much of the solution will depend on people becoming aware of their own satiation points, Hodson says.

oogle Classroom is different as it does all that a VLE is supposed to do, but in a very simple, effective way so that all learners can access it

key elements of a successful blended learning environment

Flexibility, Personal, Interactive, and Reinforcement of Good Pedagogy

In the future, all learning with the use of technology will likely simply be called just "learning," just as many common business practices are now intertwined with technology in inseparable ways

You hear two opinions from experts on the topic of what happens when kids are perpetually exposed to technology. One: Constant multitasking makes teens work harder, reduces their focus, and screws up their sleep. Two: Using technology as a youth helps students adapt to a changing world in a way that will benefit them when they eventually have to live and work in it. Either of these might be true. More likely, they both are. But it is certainly the case that these kids are different—fundamentally and permanently different—from previous generations in ways that are sometimes surreal, as if you'd walked into a room where everyone is eating with his feet.

It's as if Beatlemania junkies in 1966 had had the ability to demand "Rain" be given as much radio time as "Paperback Writer," and John Lennon thought to tell everyone what a good idea that was. The fan–celebrity relationship has been so radically transformed that even sending reams of obsessive fan mail seems impersonal.

The teens' brains move just as quickly as teenage brains have always moved, constructing real human personalities, managing them, reaching out to meet others who might feel the same way or want the same things. Only, and here's the part that starts to seem very strange—they do all this virtually. Sitting next to friends, staring at screens, waiting for the return on investment. Everyone so together that they're actually all apart.

Action Step 1: Stop thinking technology first.

Action Step 2: Give students authentic choice in how they will demonstrate their learning.

Action Step 3: Help students seek feedback from other students, other educators, and experts in the field.

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.