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An effective personal knowledge network can provide access to new ideas, innovations, successful experiments, failed results, and, if constructed with diversity in mind, contrary opinions that can be cause for reflection, re-consideration, and personal growth.

Knowledge should no longer be considered a stable artifact to be passed from one person to another, but instead should be viewed as a process, always changing and growing.

as 21st century school leaders, need to become leaders of digital disruption to fundamentally change how we do school.

What are the fundamental, basic, non-negotiable principles upon which to base technology in schools? To name a few possibilities:

What are ways that you have had the conversation about technology in your school? And what definition of technology are you using?

Ask yourself, "What do I remember as the most rewarding and inspiring experience in school?

Yes, you need knowledge of the periodic table to do chemistry, but you don't need to memorize it if it's on your desktop -- electronic or otherwise. What matters is the ability to do something with the elements in the periodic table.

schools become relevant once more: in teaching our children to evaluate and use that information in ways that are important and meaningful and to satisfy their fundamental human desire to construct solutions for the world full of engaging and pressing problems they will inherit.

Computer science is fundamentally about logic, reasoning and problem solving.

the near ubiquity of mobile computing is producing a fundamentally new kind of learner, one that is self-directed, better equipped to capture information, more reliant on feedback from peers, more inclined to collaborate, and more oriented toward being their own "nodes of production."

"We've all got audiences now on Twitter and Facebook," Rainie said. "Everybody can be a publisher and broadcaster; students in particular are taking advantage of tha

it's the fundamental simplicity of the "iPad experience." And that experience is a combination of the 9.7-inch screen, the touch interface combined with the Safari Web browser, the instant-on capability and never having to worry about battery life.

There are many fundamental reasons for incorporating technology in the classroom:

fundamental understanding of Cognitive Load Theory is that there exists a limit upon our cognitive capacity and that once we exceed that capacity our ability to learn is impeded

Intrinsic Load is that which is inherent to the task at hand and is generally considered to be irreducible by adjustments to instructional methods.

Extraneous cognitive load is that which is not essential to the task or is added by the manner in which the task is designed or presented.

What a teacher can do – all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people.

The fundamental shift that Sir Ken is talking about is more similar to discovery based education. Just like google which allows its employees to use 20% of their time to pursue any pet project, I think the education system should have 20% time free time for kids to to pursue any idea or vision or dream maybe within school or outside the school. This is one way to balance the rigid structure of the current learning against total flexible system where its easy for kids to be lost without learning some valuable knowledge. So the main question is should we allow 20-25% of time as free time to pursue their dream ? I think it is yes

Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and Digital Age skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high-tech tools). With this combination of skills students become directors and managers of their learning process, guided and mentored by a skilled teacher.

although schools may continue to fundamentally look and act as they have for more than one hundred years, the way individuals learn has already been forever changed. Instead of learning from others who have the credentials to ‘teach’ in this new networked world, we learn with others whom we seek (and who seek us) on our own and with whom we often share nothing more than a passion for knowing.”