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what's required of schools is not developing within students a whole other skill set, but simply teaching them to apply to a new arena the ones they already have

K-12 graduates should understand how to use it to define and break down a problem, look into how similar problems have been solved, and design and implement a solution. In communicating that solution, they should be skillful not merely at typing a Word document but also at telling a compelling story through an interactive multimedia presentation.

"Today's students could be technologically literate as well as great communicators in traditional settings," Knezek says, "but get the socks beaten off them by someone who has learned to communicate in a digital setting."

"We need to teach students to be discriminating consumers of information. Can they vet information, pull together different materials, and demonstrate their constructed new knowledge? That's the mother lode."

is the way K-12 deploys technology in instruction, which is generally inadequate, disjointed, and poorly thought out--or not thought out at all

too many districts invest in technology with neither a long-term vision for how it will be used nor any definition or measurement of success.

"If you meet someone who tells you his interest is science, ask how much technology he uses," Knezek says. "If he says, 'Not much,' you know that person is a student or a teacher in our school system. If you meet someone who is interested in communications who doesn't use a lot of technology, same thing. I guarantee you it's either a teacher or a student."

students are told while in school to turn off the very mobile devices that are so integral in today's workplace and are typically unable to access expertise outside the classroom.

Although some progress has been made in moving toward more project- and team-based learning, students continue to be pulled out of that setting when the time arrives to take assessments.