There used to be a huge focus on teaching, and now we’re focused on learning,” he said. “Now it’s a simple statement but has huge implications for the classroom.”

The top three reasons for advocating the traditional letter grade among parents were: “like the old way,” “afraid kids won’t be prepared” and “can’t compare students.”

91 percent said they agree or strongly agree with the phrase “overall I have an understanding of where I am in my learning and the areas that I need to continue to learn.”

Principals must effectively and consistently model the use of the same technology tools they expect teachers to use in their classrooms with the students. Principals must be consistent in their decisions and expectations about integrating learning technology in the school. The principal's communication about the pace and process of integrating learning technology needs to be clear and reasonable. The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology. The principal must support early adopters and risk takers. The principal must do whatever it takes to ensure that all staff has early access to the very same digital tools that students will be using in their classrooms. As the educational leader, the principal must make it clear to the technology leader that all decisions relating to learning technology will be made by the educational leaders with input from the technology leaders, not the other way around. The principal must set and support the expectation that student work will be done and stored using technology. Principals must ensure that families and the public are kept informed about the school's goals and progress relating to its use of technology as a learning resource. The principal must be an active and public champion for all students, staff members, and the school in moving the vision of fully integrating learning technology for the second decade of the 21st century.

“I work almost full time while getting my master’s degree,” he said. “As an undergraduate, it allowed me a better balance between school, my work and my social life.”

online courses are a cost-effective way for universities to meet increased demand while coping with steep reductions in state funding in recent years, administrators say.

The number of online courses offered at Iowa’s three public universities has grown by nearly 25 percent from 2005-06 to 2010-11, data from the Iowa state Board of Regents show.

This is why every lesson must have clear and laser-focused objectives -- not because an administrator is going to come in and ding you if they're not posted -- but because without an articulation of a clear goal, students can't attain flow.

“In a classroom, when you ask a question, one student answers and the others don’t get a chance,” Mr. Thrun said. “Online, with embedded quizzes, everyone has to try to answer the questions. And if they don’t understand, they can go back and listen over and over until they do.” Just as a child who falls while learning to ride a bike is not told “You get a D,” but is encouraged to keep trying, he said, online classes, where students can work at their own pace, can help students keep practicing until they master the content. “The goal should be to get everybody to A+ level,” he said

“I wish that the always-available, always-replayable and free nature of this style of learning can help to elevate education/knowledge for all of human kind.”