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"Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher's perspective, or from each other's. To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix "A Continuum of Systemic Change" defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change."

"Can ICT redefine the way we learn in the Networked Society? Technology has enabled us to interact, innovate and share in whole new ways. This dynamic shift in mindset is creating profound change throughout our society. The Future of Learning looks at one part of that change, the potential to redefine how we learn and educate. Watch as we talk with world renowned experts and educators about its potential to shift away from traditional methods of learning based on memorization and repetition to more holistic approaches that focus on individual students' needs and self expression."

"We recommend discussing explicitly the purpose, associated practices, and changed roles that the use of Essential Questions entails. Here are some examples of key ideas framed as sentences to be spoken in class to prepare students for the changes: "There's not a single correct answer for this question. Life is about the consideration of plausible and imperfect alternatives." "Coming to understand important ideas is like fitness: it takes practice over time." "When a question is posted on the wall, it means that we are going to consider it again and again." "Inquiry is not a spectator sport: each of you needs to listen actively and participate." "Everyone is fair game. I won't only call on people who raise their hands." "If and when I or others challenge your comment, it doesn't mean we don't like you or don't value your contribution." "Making mistakes is an expected part of learning. If you never take a risk of making a mistake, you're not likely to improve." "You may find that you are re-considering things that you thought you understood. That is normal - even desirable." Like the care of seedlings, the new rules will require patience, careful nurturing, and constant reminders. Overtime, they will become the norms, allowing big ideas to take root and mature understandings to blossom."

"Adding some technology to the educational process is one thing, but truly revolutionary learning experiences take a deeper sort of innovation, which you can see at a program at Duke working for change in Haiti."

Instead of painstakingly building local majorities, they attempted 2 compel entire populations. http://t.co/bWjeteFQYK #scalefail @sewilkie

"Publishing student thinking can be among the most powerful ways to improve learning. There are a variety of reasons for this, but the biggest reason is that the "threat" of publishing moves the lodestone from the classroom to the "real world." This, of course, changes everything."

"Despite the attention that the videos get, the greatest benefit to any flipped classroom is not the videos. It's the in-class time that every teacher must evaluate and redesign. Because our direct instruction was moved outside of the classroom, our students were able to conduct higher-quality and more engaging activities. As we have seen teachers adopt the flipped model, they use the extra time in myriad ways depending on their subject matter, location, and style of teaching. We asked some of our colleagues to share how they have changed their class time. Following are some examples."

""This would create an environment where students could really work together," she said. "It would let me change the dynamic and bring that compassion back into the classroom.""

"As you are watching, ask yourself: What changed by using, in this case, the iPad and ShowMe app? Could the same [learning] have been accomplished by keeping students' illustrations analog? Was there differentiation potential? Can this type of "activity" be used as an assessment to replace/upgrade traditional assessment? Are the movie clips potential artifacts for digital portfolios? Could these movie clips be part of a variety of student work at a parent-teacher conference? Was any learning amplified by placing it on the classroom blog to share with families? What skills were practiced? What literacies were supported? Was it worth the extra time investment, the learning curve?"