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Last year, Iowa’s universities launched an effort to share language courses online. The first was in classic Greek, which an ISU student took from a U of I professor in Iowa City. This year, three ISU students enrolled in classic Greek. The universities may expand to Arabic or Chinese, officials said.

“the octopus room.” The classroom’s brain is a motion-sensing camera that follows an instructor around the room. Microphones triangulate the location of a voice so that the camera can focus on the person speaking. Six black arms with video monitors are attached to the “brain” in the center. This allows students in the class and those taking it online to see and hear each other.

They do a very good job of simulating the classroom experience,” he said. “But you have to have the discipline to stay up with it. If you get a week or so behind, it’s hard to catch up

blend of in-person and online instruction. Students taking finals at the U of I’s secure testing rooms, for example, might be enrolled in a daily Spanish language course where two days of class every week are completed online. That allows the instructor to focus classroom time on refining conversation and reading skills, faculty said.

“Part of that land-grant mission is educating the masses, and the masses have changed.”

Offering experienced faculty teachers and classroom space filled with well-equipped laboratories is a key way for Iowa’s universities to differentiate themselves from online-only colleges, officials said.

However, disciplines that don’t require physical space may one day be based mostly or entirely online, said Marcus Haack, a U of I professor who teaches future principals and superintendents in an education leadership program that many participants take online.

In 40 years in this business, I’ve learned we will never put the brakes on technology. It’s always going to expand our opportunities, our thinking and creativity

what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility.

If a teacher is bad, it is the principal's responsibility to notice and deal with it.

And while Americans love to talk about competition, Sahlberg points out that nothing makes Finns more uncomfortable

There are no lists of best schools or teachers in Finland. The main driver of education policy is not competition between teachers and between schools, but cooperation.

school choice is noticeably not a priority, nor is engaging the private sector at all.

In Finland parents can also choose. But the options are all the same."

It was equity

the main driver of Finnish education policy has been the idea that every child should have exactly the same opportunity to learn, regardless of family background, income, or geographic location. Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.

schools should be healthy, safe environments for children. This starts with the basics. Finland offers all pupils free school meals, easy access to health care, psychological counseling, and individualized student guidance.

Educational policy, Abrams suggests, is probably more important to the success of a country's school system than the nation's size or ethnic makeup.

When Finnish policymakers decided to reform the country's education system in the 1970s, they did so because they realized that to be competitive, Finland couldn't rely on manufacturing or its scant natural resources and instead had to invest in a knowledge-based economy. 

is to preserve American competitiveness by doing the same thing. Finland's experience suggests that to win at that game, a country has to prepare not just some of its population well, but all of its population well, for the new economy. To possess some of the best schools in the world might still not be good enough if there are children being left behind

Finland's dream was that we want to have a good public education for every child regardless of where they go to school or what kind of families they come from, and many even in Finland said it couldn't be done."

Finland's experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.

The problem facing education in America isn't the ethnic diversity of the population but the economic inequality of society, and this is precisely the problem that Finnish education reform addressed. More equity at home might just be what America needs to be more competitive abroad.